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I       X) 


CJ 


FARMER  AND  HUNTINGTON 


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http://www.archive.org/details/foodproblemstoilOOfarmrich 


FOOD  PROBLEMS 

TO  ILLUSTRATE  THE  MEANING  OF  FOOD  WASTE  AND 

WHAT  MAY  BE  ACCOMPLISHED  BY  ECONOMY 

AND  INTELLIGENT  SUBSTITUTION 


WHAT  WE  WASTE 
ITS  MONEY  VALUE 
HOW  WE  WASTE  IT 
HOW  WE  MA  Y  SA VE  FOOD 
HOW  YOU  AND  I  CAN  HELP 


BY 

A.  N.  FARMER 

SUPERINTENDENT   OF    SCHOOLS,  EVANSTON,  ILLINOIS 
AND 

JANET  RANKIN  HUNTINGTON 

STATE  DEPARTMENT  OF   PUBLIC   INSTRUCTION,  WISCONSIN 


GINN  AND  COMPANY 

BOSTON     •     NEW   YORK     •    CHICAGO     •     LONDON 
ATLANTA     •     DALLAS     •     COLUMBUS     •     SAN    FRANCISCO 


COPYRIGHT,  1918,  BY  GINN  AND  COMPANY 

ALL  RIGHTS  RESERVED 

218.2 


; 


GINN  AND  COMPANY  •  PRO- 
PRIETORS •  BOSTON  •  U.S.A. 


PREFACE 

Just  before  the  opening  of  the  public  schools  in  September, 
191 7,  Mr.  Farmer  was  called  to  Washington  by  Mr.  Hoover, 
Federal  Food  Administrator  of  the  United  States,  to  help  with 
the  work  of  that  department.  This  book  is  the  result  of  the 
stimulation  and  inspiration  which  came  from  six  weeks'  intimate 
contact  with  the  work  of  the  United  States  Food  Administration. 

Mr.  Hoover  is  an  intensely  practical  man,  but  he  is  also  an 
'idealist.  In  formulating  his  plans  for  food  administration  he 
insisted  that  in  a  democracy  autocratic  control  of  the  food  supply 
should  be  avoided ;  that  arbitrary  methods  should  be  employed 
only  as  a  last  resort ;  that  the  American  people  would  respond 
loyally  and  unanimously  when  they  realized  the  facts  and  appre- 
ciated the  needs  of  the  food  situation. 

A  CAMPAIGN  OF  EDUCATION 

This  meant  that  a  great  campaign  of  education  must  be  carried 
on  to  teach  the  nation  the  essential  facts  regarding  the  world  food 
situation  and  the  obligation  of  America  to  come  with  her  great 
abundance  of  surplus  foodstuffs  to  the  rescue  of  a  world  facing 
starvation.  As  under  present  conditions  even  the  normal  surplus 
would  not  be  sufficient,  it  is  necessary  to  impress  every  citizen 
of  the  United  States  with  the  vital  necessity  of  releasing  more 
of  the  essential  foodstuffs  by  lessening  consumption  of  them 
through  substitution  and  by  the  elimination  of  waste. 


vi  FOOD  PROBLEMS 

THE  SCHOOL'S  OPPORTUNITY 

In   this   campaign   of   education   it   was   recognized   that 
schools  of  the  United  States  could  play  a  most  important 
The  schools,  one  great  department  of  our  government,  have  here 
an  unprecedented  opportunity  and  obligation  to  cooperate  with 
other  departments  of  government. 

Instruction  in  food  conservation  provides  an  opportunity  for 
training  in  citizenship  through  actual  participation  by  pupils  in  the 
solution  of  one  of  the  major  problems  before  our  government  to-day. 
Every  department  of  school  work  can  be  vitalized  and  motivated 
through  this  study.  Every  child  in  attendance  can  be  stimulated 
to  a  sense  of  personal  responsibility  to  conserve  food. 

MOTIVATION  THAT  IS  GENUINE 

The  modern  teacher  is  convinced  of  the  desirability  of  using 
actual  problems  growing  out  of  pupil  activities  and  interests  as 
a  basis  for  school  work.  Nothing  is  more  desirable  than  this  in 
theory,  and  nothing  has  proved  so  difficult  in  practice. 

The  great  war  touches  the  life  of  every  child  in  the  United  States. 
It  is  an  interest  so  stupendous  and  far  reaching  as  to  be  beyond 
the  comprehension  of  even  the  greatest  minds  in  the  country.  It 
is  an  interest  so  keen  as  to  affect  the  dullest  pupil  in  the  poorest 
schoolroom.  No  subject  which  can  be  imagined  forms  a  better 
basis  for  genuine  motivation  coupled  with  genuine  patriotic  service. 

Arithmetic  is  fighting  the  war.  It  is  only  through  arithmetic 
that  the  officials  of  the  United  States  Food  Administration  know 
how  much  food  there  is,  how  much  food  needs  to  be  saved,  and 
how  much  is  being  saved.  Through  the  use  of  arithmetic  in 
solving  these  problems  children  will  be  impressed  as  they  could 
not  be  in  any  other  way  with  the  immense  and  fundamental 
character  of  the  food-conservation  campaign. 


1 


PREFACE  Vll 

CORRELATION 

Arithmetic  is  by  no  means  the  only  school  subject  which  may 
be  used  in  teaching  food  conservation.  As  indicated  in  the  sug- 
gestions to  teachers,  this  campaign  provides  material  for  work  in 
English,  geography,  civics,  drawing,  composition,  and  history. 
In  the  discussions  of  the  various  problems  concrete  means  for 
practicing  correlation  in  the  classroom  are  suggested. 

CHARACTER  AND  THRIFT 

An  aspect  of  food-conservation  instruction  not  less  important 
than  its  motivation  of  the  various  school  subjects  is  its  use  in 
promoting  character  development  among  pupils.  The  economic 
importance  of  inculcating  far-reaching  habits  of  thrift  cannot  be 
overestimated  at  this  time.  Such  habits  formed  through  the 
study  of  food  conservation  will  persist  and  will  permeate  the  adult 
life  of  the  pupil.  The  wise  use  of  this  material  will  result  in 
developing  in  pupils  not  only  arithmetical  skill  but  also  such 
character-making  qualities  as  consideration  for  others,  devotion  to 
an  ideal,  the  spirit  of  cooperation,  self-control,  and  a  sense  of 
responsibility.  It  will  teach  the  lesson  of  our  interdependence 
and  the  obligation  of  the  strong  to  help  the  weak. 

SCHOOL  AND  HOME 

The  value  of  all  instruction,  and  more  particularly  of  instruction 
of  the  character  of  these  problems,  depends  upon  the  extent  to 
which  it  modifies  practice  outside  the  schoolroom.  The  possibili- 
ties of  these  problems  cannot  be  realized  unless  the  children  take 
them  home,  talk  them  over  with  their  parents,  work  them  out 
within  the  family  circle,  and  extend  their  influence  beyond  the 
home  into  the  community.  How  this  may  be  done  is  outlined  in 
the  suggestions  to  teachers. 


viii  FOOD  PROBLEMS 

PRICES 

Prices  are  changing  daily  and  will  not  be  found  the  same  in 
any  two  sections  of  the  country.  The  prices  quoted  in  these 
problems  are  those  current  in  Chicago  during  the  first  part  of 
the  year  191 8. 

The  variation  in  prices  gives  opportunity  to  the  teacher  to 
vitalize  this  work  still  farther  by  having  the  pupils  make  com-  ] 

parisons  of  local  prices  and  calculate  the  extent  to  which  this 
affects  problem  results.  A  full  discussion  of  this  phase  of  the 
work  will  be  found  in  the  suggestions  to  teachers. 

THE  PUBLISHERS'  CONTRIBUTION 

The  publishers  of  this  book  realize  that  its  purpose  differs  from 
that  of  the  ordinary  textbook.    They  see  in  it  an  opportunity  ^^  ■■ 
cooperate  with  the  United   States  Food  Administration.     They       " 
have  therefore  fixed  a  low  price  to  insure  the  widest  possible 
distribution. 

OUR  COLLABORATORS 

Acknowledgment  is  here  made  of  the  valuable  assistance  in 
formulating  this  book  which  has  been  freely  given  by  officials 
of  the  United  States  Food  Administration,  the  United  States 
Department  of  Agriculture,  various  war  departments,  the  exten- 
sion divisions  of  state  and  other  colleges  of  agriculture,  as  well 
as  a  number  of  individuals  throughout  the  country.  Especial 
mention  should  be  made  of  the  services  of  the  teachers  and  pupils 
of  the  public  schools  of  Evanston,  Illinois.  Through  their  use  of 
the  original  manuscript  of  this  book,  they  have  demonstrated  its 
value  in  vitalizing  school  work  and  in  carrying  the  practice  of 
food  conservation  into  the  home  and  the  community. 

THE  AUTHORS 


CONTENTS 

PAGE 

A  LETTER  TO  PUPILS xi 

SUGGESTIONS  TO  TEACHERS xii 

The  real  meaning  of  these  problems  —  Children  are  soldiers  —  Stimu- 
late curiosity  —  Correlate  with  other  subjects  —  Each  problem  has 
a  meaning  —  Encouraging  pupils  to  illustrate  problems  —  Picture 
results  —  Let  the  children  do  the  work  —  Prices  may  vary  —  Grad- 
ing and  order  of  work  —  Use  direct  methods  —  Parent  cooperation 

CHAPTER  I.    EUROPE  FACES  STARVATION i 

Why  the  world  lacks  food  —  America  has  plenty  for  herself  —  Can 
we  send  enough?  —  Let  us  remember  —  What  foods  must  we  send? 

—  How  much  must  we  save?  —  How  shall  we  save  this?  —  Will 
you  do  your  bit? 

CHAPTER  IL    GENERAL  PROBLEMS  IN  FOOD  CONSERVATION         5 
What  we  need  to  save  —  How  much  wheat  there  is  —  What  boys  and 
girls  have  done  —  How  much  money  is  wasted  by  wasting  food  — 
Saving  for  war  —  Profits  and  prices  —  Producing  and  exporting 

Problems  1-2 j 

CHAPTER  IIL    WHEAT  PROBLEMS 18 

What  we  have  and  what  we  need  —  Profits  on  flour  —  Why  Australia's 
wheat  cannot  be  used  —  What  a  one  ounce  per  week  waste  means 

—  How  much  wheat  each  of  us  uses  —  Reducing  the  use  of  wheat 
— ^Whole  wheat  flour  vs.  white  flour  —  Wasting  the  wheat  —  Saving 
the  wheat  by  cutting  out  waste  —  Use  potatoes  to  save  wheat  — 
Other  wheat  substitutes  —  Corn  as  a  wheat  substitute 

Problems  24-62 

CHAPTER  IV.    MEAT  PROBLEMS 33 

How  much  meat  we  have  to  send  —  How  much  meat  we  eat  —  The 
cost  of  the  meat  we  eat  —  Wasting  one  ounce  per  day  —  Use  -the 

ix 


X  FOOD  PROBLEMS 

PAGE 

cheaper  cuts  —  How  meat  is  wasted  —  Save  meat  by  eating  less  and 
using  scraps  —  Save  meat  by  using  substitutes  —  Why  we  should 
eat  fish  —  The  food  value  of  milk  and  cheese  Problems  6j-8q 


CHAPTER  V.    PROBLEMS  ON  BUTTER  AND  OTHER  FATS  .    .       44 
How  much  we  use  each  day  —  What  a  small  waste  means  —  Saving 
butter  and  other  fats  —  Oleomargarine  and  butter  substitutes 

Problems  go-ii^ 

CHAPTER  VI.    MILK  PROBLEMS 51 

How  much  milk  we  use  —  The  food  value  of  milk —  If  we  all  wasted 
a  little  milk  —  How  we  can  use  all  the  milk  Probleins  116-12^ 

CHAPTER  VII.    SUGAR  PROBLEMS 55 

The  sugar  we  have  and  need  —  Wasting  sugar — Our  overuse  of 
sugar  —  Candy  as  sugar  waste  —  Why  we  should  use  sugarless 
candy  and  how  to  make  it  Probleins  126-146 

CHAPTER  VIIL    MISCELLANEOUS  PROBLEMS 63J 

What  it  costs  to  waste  —  How  we  eat  —  Saving  by  machinery  —  The 
fireless  cooker  —  The  clean  plate  —  Little  savings  —  Waste  through 
spoilage  —  War  gardens  —  Insects,  rats,  and  mold  —  How  we  waste 
and  how  to  save  '  Problems  J4y-iyj 

APPENDIX.     USEFUL    INFORMATION    RELATING    TO    FOOD 

CONSERVATION 73 

Percentage  of  wheat  used  in  making  flour  —  Table  of  equivalents  — 
Use  of  some  foods  per  person  per  year  in  the  United  States  — 
Populations  (in  round  numbers)  —  Use  cottage  cheese — List  of 
bread  substitutes  —  List  of  meat  substitutes  —  List  of  foods  rich  in 
fats  —  Summary  of  uses  of  easily  obtainable  fats  —  Groups  of 
foods  for  a  balanced  diet  —  Proportions  of  various  foods  eaten  by 
the  average  American  family  and  the  soldier  —  A  soldier's  daily 
ration  —  Foods  to  eat  and  foods  to  save  —  How  you  can  save  food 
—  How  food  is  wasted —  How  money  is  wasted  on  food 

LIST  OF  FREE  BULLETINS  FOR  WHICH  YOU  MAY  WRITE    .      85 
SOURCES  OF  PROBLEM  MATERIAL 89 


Zo  tbc  bo^e  ant)  qxvIb  in  our  scboole: 

President  Wilson  has  called  upon  the  great  army  of  twenty- 
three  million  boys  and  girls  in  the  United  States  to  do  their  part 
in  winning  the  World  War. 

It  may  seem  strange  to  think  of  yourself  as  a  soldier,  but  the 
boys  and  girls  in  the  schools  make  up  the  biggest  army  in  the 
world,  and  every  one  of  this  army  can  serve  the  nation  nobly. 
This  book  is  made  to  show  you  one  way  to  help  win  the  war. 

ARITHMETIC  AND  THE  WAR 

The  people  in  Washington  who  are  trying  to  lead  the  United 
States  to  victory  and  peace  are  using  arithmetic  every  minute. 

They  are  finding  out  how  much  fuel,  how  much  food,  how  many 
guns,  we  have  in  this  country. 

They  are  calculating  how  long  it  will  take  to  produce  larger 
supplies  or  how  best  the  supplies  we  have  may  be  conserved. 

They  are  fighting  the  war  by  arithmetic. 

You  can  do  the  same  thing.  Through  your  solution  of  these 
problems  you  can  learn  the  bigness  of  this  war  and  the  way  in 
which  you  can  help  to  win  it. 

FOOD  CONSERVATION 

It  is  our  duty  to  share  our  food  with  the  Allies.  By  reading 
the  following  pages  you  will  see  how  much  they  need  a  part  of 
our  food.  You  will  see  that  it  is  possible  for  us  to  save  enough 
so  that  all  may  have  what  they  need.  You  will  learn  a  number  of 
ways  by  which  this  saving  can  be  accomplished. 

Will  you  do  your  part  in  seeing  that  every  possible  food  saving 
is  put  into  practice  in  your  home }  Will  you  accept  appointment 
as  Mr.  Hoover's  deputy  to  see  to  it  that  our  food  supply  is  put 
to  the  best  use  ?  By  doing  this  you  will  prove  yourself  a  good 
soldier  doing  a  big  part  in  winning  the  war. 

Sincerely  yours, 

A.  N.  Farmer 


, 


SUGGESTIONS   TO   TEACHERS 

THE  REAL  MEANING  OF  THESE  PROBLEMS 

The  purpose  of  these  problems  is  not  to  teach  arithmetic; 
it  is  to  use  arithmetic  to  teach  the  meaning,  necessity,  and 
practice  of  food  conservation. 

The  arithmetic  solution  is  but  a  step  toward  the  accomplish- 
ment of  the  purpose  to  be  achieved.  Discuss  with  the  chil- 
dren the  real  meaning  of  each  problem ;  make  sure  they  learn 
the  larger  implication  of  each,  and  drive  it  home  in  such  a  way 
that  it  will  stir  the  imagination,  stimulate  the  emotions,  and 
result  in  action. 

For  example,  these  problems  should  show  that  no  waste  is 
little  when  it  occurs  in  many  thousands  of  homes. 

A  waste  of  the  hundredth  part  of  a  cent,  a  sum  so  small  that 
we  can  scarcely  imagine  it,  if  it  occurred  in  every  one  of  the 
20  million  homes  in  the  country  would  make  a  total  waste  of 
$2000  daily,  or  $720,000  per  year. 

Make  it  plain  that  if  the  23  million  school  children  all  over  the 
country  really  save  even  the  least  bit  in  money  value,  the  saving 
the  country  over  will  be  enormous. 

Lead  the  children  to  see  that  what  seems  a  little  waste  in  one 
home  is  a  big  waste  if  it  happens  in  many  homes. 

Bring  out  all  the  avenues  of  money  waste  which  the  children 
can  suggest,  and  discuss  means  for  overcoming  them. 

xii 


SUGGESTIONS  TO  TEACHERS  xiii 

CHILDREN  ARE  SOLDIERS 

These  problems  should  also  show  that  children  as  well  as  grown 
men  can  fight  the  war,  for  the  food  war  is  as  important  in  the 
long  run  as  the  war  on  the  firing  line. 

Germany  has  said  that  if  she  can  starve  England,  she  can  win. 
Every  one  must  fight  the  food  war,  which  is  to  use  food  intel- 
ligently and  save  certain  foods. 

Each  child  should  think  of  himself  as  a  deputy  food  adminis- 
trator to  save  food  and  to  suggest  means  of  saving  in  each  home. 

The  children  are  soldiers  in  the  food  war.  In  so  far  as  they 
know  the  facts,  realize  the  need,  and  are  stirred  to  action,  they 
are  good  soldiers. 

Let  us  see  to  it  that  all  are  enlisted. 

STIMULATE  CURIOSITY 

Lead  the  pupils  to  be  curious  about  the  solution  of  the  problem 
as  you  assign  each  one. 

For  example  (Problem  120),  "What  does  your  mother  pay 
for  milk?  Is  any  wasted?  Do  you  ever  leave  any  in  your 
glass  ?  Is  milk  thrown  away  when  it  sours  ?  About  how  much 
milk  do  you  think  your  home  wastes  a  day?  Suppose  every 
home  wasted  just  a  tiny  bit  of  milk  every  day,  how  much  do  you 
think  would  be  wasted  in  the  whole  country?" 

And  then,  after  the  problem  has  been  solved,  "What  are  the 
ways  in  which  we  may  save  milk  ?  Ask  your  mother  (or  cook) 
how  she  uses  sour  milk.     Let's  make  a  Hst  of  all  its  uses." 

Compare  prices  and  conditions  with  those  stated  in  the  prob- 
lem, and  suggest  related  problems,  e.g.  (Problem  108):  "How 
many  tons  of  garbage  are  collected  in  this  city  (or  in  the  largest 
city  of  this  county)  every  day  ?     Can  any  one  find  out  ?     From 


xiv  FOOD  PROBLEMS 

whom  can  you  find  out?  (Commissioner  of  Streets.)  Let's 
see  how  many  pounds  of  fat  we  throw  away  every  day.  How 
do  we  waste  fat  besides  throwing  it  in  the  garbage?  (Pouring 
down  sink,  burning,  etc.)  How  can  we  use  the  fats  that  are 
now  wasted?" 

CORRELATE  WITH  OTHER  SUBJECTS 

Parts  of  this  book,  such  as  ''Europe  Faces  Starvation,"  will 
be  valuable  for  reading  and  discussion  by  the  class. 

In  addition,  much  of  the  material  can  be  used  as  a  basis  for 
oral  and  written  composition.  Pupils  should  be  asked  to  write 
on  topics  such  as  "The  Real  Meaning  of  Problem  7."  They 
should  be  encouraged  to  report  all  of  the  ways  in  which  these 
problems  appeal  to  them,  to  raise  many  pertinent  questions  re- 
garding the  facts  involved,  to  use  these  facts  as  a  basis  for 
problems  of  their  own,  and  to  express  their  judgment  regarding 
the  best  ways  and  means  for  dealing  with  the  various  conditions 
and  situations  described. 

Teachers  are  cautioned  to  be  patient  and  not  expect  too  much 
from  pupils  at  first.  Encourage  them  in  every  way  to  give  their 
own  viewpoint  and  judgment. 

The  writing  of  letters  asking  for  a  copy  of  the  various  bulletins 
listed  in  the  bibHography  on  page  85  will  give  to  pupils  the  best 
possible  training  in  letter  writing.  The  letters  should  state 
specifically  just  what  use  is  to  be  made  of  the  bulletins.  When 
the  pupils  have  written  the  letters,  they  should  be  compared, 
the  best  features  selected,  and  it  may  be  wise  to  use  these  in 
the  letter  finally  sent.  These  bulletins,  as  a  rule,  may  be  had 
without  cost ;  the  supply,  however,  is  usually  limited,'' and  only 
one  should  be  asked  for.  One  bulletin  of  a  kind  for  a  building 
should  be  enough. 


SUGGESTIONS   TO  TEACHERS  xv 

Suggestions  for  using  these  problems  in  teaching  civics  and 
geography  are  made  in  connection  with  the  various  problems 
themselves.  The  ingenious  teacher  will  see  numberless  other 
aspects  for  discussion  and  study. 

EACH  PROBLEM  HAS  A  MEANING 

There  is  not  a  single  problem  in  this  book  which  has  not  been 
introduced  with  a  definite  aim  and  purpose. 

Some  of  the  problems  may  be  somewhat  difficult.  It  will 
pay  to  take  time  to  get  at  the  facts  and  to  obtain  an  appreciation 
of  the  conditions  involved.  In  some  cases  it  will  be  profitable 
to  spend  several  days,  if  necessary,  on  a  group  of  problems  to 
solve  them  and  to  gain  an  understanding  of  their  larger  impli- 
cation. 

Always  go  over  problems  carefully  to  determine  the  proper 
number  for  the  advance  lessons.  In  making  assignments,  dis- 
cuss the  problems  with  the  pupils  to  insure  an  understanding 
of  the  facts  and  conditions  involved. 

ENCOURAGING  PUPILS  TO  ILLUSTRATE  PROBLEMS 

No  war  service  will  have  a  greater  educational  value  in  stimu- 
lating pupil  initiative,  originality,  and  resourcefulness  than 
making  concrete  the  significance  of  these  problems  through 
jingles,  slogans,  illustrations,  and  posters. 

Freehand  sketches  or  cartoons  may  be  made  by  pupils  to  il- 
lustrate some  interesting  aspect  of  the  various  problems.  Chil- 
dren will  often  show  surprising  ability  at  this  work.  Those  who 
are  not  skillful  should  be  encouraged,  at  first  at  least,  to  cut  out 
pictures  from  magazines  and  newspapers  to  illustrate  their 
problems.     Later  they  will  become  able  to  do  original  work. 


xvi  FOOD   PROBLEMS 

The  making  of  posters  is  an  especially  valuable  project.  The 
posters  of  the  United  States  Food  Administration  as  well  as 
other  government  posters  are  suggestive.  An  exhibit  of  the 
children's  work  will  arouse  great  interest  in  food  conservation 
and  will  also  lead  to  closer  relation  between  the  school  and  the 
community. 

Originality  and  resourcefulness  will  also  be  developed  in  the 
writing  of  slogans  and  jingles  to  be  used  on  posters  to  drive  home 
the  appeal  or  thought  desired  to  express.  It  will  be  a  great  stim- 
ulation to  children  to  feel  that  they  can  help  teach  the  great 
lessons  which  the  war  is  bringing  to  us  and  that  what  they 
draw  or  write  will  help  the  nation  to  accomplish  its  aims.  Can 
the  schools  do  anything  more  worth  while  at  this  time  ? 

PICTURE  RESULTS 

Closely  related  to  the  use  of  illustrations  as  described  above 
is  the  picturing  of  results  by  means  of  graphs.  The  use  of  the 
graph  is  becoming  more  and  more  general.  Nowhere  can  it  be 
of  greater  value  than  in  the  schoolroom  when  used  for  purposes 
of  comparison,  or  as  an  aid  in  showing  the  significance  of  con- 
ditions or  results. 

In  making  graphs,  it  is  convenient  to  use  "squared  paper"  ^ 
as  shown  on  page  xvii.  Each  square  or  a  number  of  squares  is 
made  to  represent  a  certain  unit  of  measure.  For  example,  in 
the  graph  on  page  7,  three  squares  represent  icx)  million 
bushels  of  wheat.  In  every  case  it  is  necessary  to  fit  the  graph 
to  the  page ;  the  unit  of  measure  or  scale  should  be  determined 
accordingly.  The  teacher  will  discuss  with  pupils  the  scale 
that  should  be  used. 

'  This  paper  may  be  obtained  from  any  school  supply  or  stationery  company 
by  asking  for  "squared"  or  "quadrille  ruled"  paper. 


GRAPH  TYPES  ILLUSTRATING  WHAT  THE  AVERAGE 
AMERICAN   FAMILY   EATS 


I 
Bar  Graph 


II 
Pyramid  Graph 


10% 


20% 


30% 


Cereals  31% 

Fruits  &  Vegetables  25% 

Milk.  Butter,  Etc.  18% 

Meat  16% 

Sugar  6% 

Fish  2% 

Eggs  2% 


III 

Symbol  Graph 

Cereals  31  '%imi%i%%%fmii%-%%nit%i%%i%i 

Fruits  &  Vegetables  25  %%Xi%ZX%iXi%%%iXf!:%%%%fi% 
Milk,  Butter,  Etc.      18  %%iXii%%XX%%X%.%%XX 
Meat  16  iXXXXXXXXXXXXXXX 

Sugar  6  XXXXZX 

Fish  2  %% 

2}% 


IV 

Circle  Graph 


Picture  Graph 

(may  be  used  with  any  type) 


VI 

Curve  Graph 

Cost  of  Bread-1917-Shown  by  Months 
Jan.  Feb.  Mar.  Apr.  May  June 


9(f 

8<t 

^ 

I— J 

?«■ 

- 

LJ 

-i 

-^ 

M 

R*! 

'IC 

3«! 

a*! 

U 

n^ 

xviii  FOOD  PROBLEMS 

On  page  xvii  are  shown  a  few  of  the  different  forms  that  may 
be  used  for  graphic  illustration.  Children  should  be  encouraged 
to  experiment  to  find  out  the  method  which  most  clearly  illus- 
trates the  material  at  hand.  Here  again  children  will  exercise 
inventiveness  and  originality. 


LET  THE  CmLDKEN  DO  THE  WORK 

Where  questions  are  asked  concerning  which  pupils  have  any 
first-hand  information,  this  should  be  exhausted  before  sending 
the  pupils  to  reference  books  and  bulletins.  These  problems 
will  have  little  permanent  value  unless  they  capitalize  every  bit 
of  the  child's  knowledge  and  experience. 

Encourage  the  children  to  suggest  ways  of  saving  which  will 
apply  to  their  own  homes,  and  receive  reports  each  week  on  the 
savings*  accomplished.  Reports  of  children  on  savings  and 
food  substitutions  in  their  homes  will  frequently  be  taken  by 
pupils  to  other  homes  and  the  suggestions  used.  The  real  pur- 
pose of  this  work  with  the  children  will  not  be  realized  if  it  does 
not  lead  to  intelligent  cooperation  in  carrying  out  the  program 
of  the  United  States  Food  Administration  in  the  homes  of  the 
children.  This  can  be  insured  only  as  pupils  understand  and 
discuss  the  questions  involved  with  their  parents. 

Every  table  in  the  Appendix  may  be  made  the  basis  for  ad- 
ditional problems  to  be  composed  by  the  pupils  themselves. 
Table  XV,  page  8i,  for  example,  contains  the  raw  material  for 
innumerable  real  problems  which  grammar  grade  pupils  can 
formulate.  Figures  of  population  for  cities  and  states  are  easily 
available.  The  niunber  of  families  may  be  estimated  by  di- 
viding the  total  population  by  5. 

Bulletins  listed  in  the  bibliography  have  been  numbered 
s^ally  and  note  references  to  them  are  made  by  numbers  in- 


SUGGESTIONS  TO  TEACHERS  xix 

stead  of  by  name.  These  note  references  should  be  looked  up 
wherever  bulletins  are  available  and  additional  related  infor- 
mation secured.  Through  the  use  of  these  bulletins  children 
should  learn  of  the  great  number  of  bulletins  on  almost  every 
subject  that  are  issued  by  the  United  States  government,  col- 
leges, universities,  and  other  organizations.  Teach  them  the 
value  of  these.  Stimulate  them  to  use  the  library  in  their 
search  for  needed  information. 

PRICES  MAY  VARY 

The  prices  included  in  problems  in  this  book  are  correct  with 
reference  to  Chicago,  in  the  first  part  of  the  year  1918.  They  also 
take  into  account  fixed  prices  for  foods  set  by  the  Food  Admin- 
istration.  It  is  not  probable,  however,  that  they  will  be  true 
for  a  large  percentage  of  communities,  or  for  any  one  community 
permanently.  It  is  doubly  advisable,  therefore,  to  look  up  and 
use  local  prices.  Comparison  and  study  of  prices  will  greatly 
stimulate  and  increase  the  interest  of  pupils. 

Problems  made  up  by  the  pupils  should  always  take  into  ac- 
count local  prices  and  conditions.  Local  prices  should  invariably 
be  compared  with  the  prices  set  by  the  United  States  Food  Ad- 
ministration. Keep  price  bulletins  posted  in  the  classroom. 
Encourage  children  to  investigate  whether  local  dealers  are 
maintaining  government  prices. 

GRADING  AND  ORDER  OF  WORK 

Experience  shows  that  children  in  the  sixth  grade  are  able  to 
perform  nearly  all  of  these  problems  without  serious  difficulty. 
At  first  the  large  numbers  are  troublesome,  but  pupils  soon  be- 
come accustomed  to  them  and  handle  them  easily. 

Problems  have  been  grouped  by  subjects.    Whenever  a  prob- 


XX  FOOD   PROBLEMS 

lem  is  too  difficult  for  any  particular  grade,  very  often  an  adi 
tation  may  be  made  to  fit  the  problem  to  the  class.  For  ex- 
ample, percentages  may  be  changed  to  fractional  parts,  figures 
may  be  altered  to  read  in  ''round  numbers,"  etc. 

The  grouping  of  the  problems  by  subjects  is  for  convenience 
only.  It  is  not  at  all  necessary  for  pupils  to  solve  all  the  prob- 
lems in  one  section  before  taking  some  of  those  in  another.  The 
teacher  should  exercise  judgment  in  determining  the  order  in 
which  the  problems  shall  be  solved. 

USE  DIRECT  METHODS 

In  the  solution  of  problems,  use  the  most  direct  methods 
possible.  Eliminate  all  unnecessary  steps.  Permit  pupils  to 
work  out  original  methods  of  solution.  Teachers  sometimes 
make  the  mistake  of  emphasizing  method  of  procedure  as  if 
it  were  the  end  sought  instead  of  the  means  of  obtaining  the 
result. 

In  problems  which  involve  millions  and  billions  it  is  not 
necessary  to  use  the  sequence  of  zeros  to  express  the  amount. 
Lead  pupils  to  use  "millions"  and  ''billions"  as  they  would 
"bushels."  1,900,000,000  may  be  read  or  written  as  1900  mil- 
lion. Two  and  one-half  times  6  million  probably  means  more 
to  a  child  as  15  million  than  as  15,000,000. 

In  all  cases  require  pupils  to  estimate  the  probable  result. 
The  wise  use  of  approximations  stimulates  careful  thinking  by 
pupils  and  results  in  the  exercise  of  good  judgment.  Too  often 
figures  are  mere  symbols  or  characters  without  meaning.  Ap- 
proximations help  to  avoid  this  difficulty. 

Do  not  require  children  to  follow  out  a  problem  to  a  large 
fractional  or  decimal  result,  where  this  is  not  essential  to  the 
clear  understanding  of  the  problem.     Small  fractions  must  be 


SUGGESTIONS   TO  TEACHERS  xxi 

retained  when  they  are  to  be  multiplied  by  some  large  number, 
in  which  case  a  small  change  in  the  fraction  makes  a  large  dif- 
ference in  the  result. 

PARENT  COOPERATION 

Teachers  will  find  that  parents  will  become  greatly  interested 
in  the  problems.  In  Evanston  many  parents  have  requested 
that  they  be  allowed  to  discuss  and  solve  the  problems  with 
their  children.  This  has  resulted  in  giving  children  a  great  deal 
of  interesting  information  which  otherwise  they  would  not 
have  had.  It  has  stimulated  parent  interest  in  the  work  of  the 
school,  and  brought  school  and  home  much  closer  together. 
One  parent  writes:  ''These  problems  carry  food  conservation 
work  right  into  the  home.  Our  consciences  prick  as  we  work 
these  sums  with  John." 

It  is  suggested  that  in  many  cases  parents  will  be  willing  to 
meet  with  the  class  and  help  them  with  many  of  the  questions 
involved.  Lawyers  and  business  men  will  be  glad  to  explain 
the  income  tax  and  excess-profits  tax.  Other  parents  will  be  able 
to  make  contributions  to  other  phases  of  the  work.  Whenever 
this  can  be  done,  it  will  add  to  the  interest  and  will  help  in 
other  ways. 


FOOD    PROBLEMS 

CHAPTER  I 
EUROPE   FACES   STARVATION 

In  Poland,  Belgium,  Serbia,  Armenia,  people  are  starving. 

In  France,  England,  Italy,  people  must  soon  starve  unless  we 
send  them  food.  The  same  is  true  of  Norway,  Sweden,  Den- 
mark, Holland,  and  Switzerland. 


WHY  THE  WORLD  LACKS  FOOD 


Because  millions  of  men  have  gone  from  the  farms  into  the 
trenches.  Over  50  millions  are  now  fighting  or  training  for 
war.     Men  at  war  do  not  produce ;   they  destroy. 

Because  the  able-bodied  men  from  the  farms  have  gone  to 
war,  and  their  places  must  be  taken  by  women,  children,  old  men, 
and  others  not  strong  enough  to  fight.  This  reduces  the  amount 
of  grain  and  other  foods  produced. 

Because  other  millions  of  men  and  women  have  been  taken 
to  factories  to  manufacture  munitions  of  war.  From  30  to  40 
millions  are  now  engaged  in  making  guns,  cannon,  powder,  and 
other  materials  and  machines  used  in  war. 

Because  there  have  been  partial  or  complete  crop  failures  in 
some  parts  of  the  world. 

Because  hundreds  of  thousands  of  tons  of  food  have  been 
sunk  by  the  submarines. 


?     ,..,..,.  FOOD   PROBLEMS 

ISecause  millions  of  tons  of  shipping  have  been  destroyed 
submarine  warfare  so  that  it  has  been  impossible  to  find  enough 
freight  boats  to  carry  foodstuffs  from  lands  of  plenty  to  lands 
of  want. 

Because  hundreds  of  millions  of  bushels  of  wheat  and  other 
grains  grown  in  Russia  which  formerly  went  to  countries  whose 
people  are  starving  cannot  now  be  shipped  through  the  Dar- 
danelles. 

Because  much  farm  land  has  been  laid  waste  by  the  war. 

Because  fertilizers  for  fields  are  scarce  and  high  priced. 

Because  fighters  who  suffer  all  sorts  of  hardships  and  exposure 
must  have  more  food  than  the  same  men  would  use  in  times 
of  peace. 


AMERICA  HAS  PLENTY  FOR  HERSELF 


To  feed  ourselves  only  we  have  more  than  enough. 

But  shall  we  desert  our  Allies,  who  have  been  fighting  for 
and  cause  their  sure  defeat  ? 

Or  shall  we  send  them  what  they  must  have  to  keep  them 
from  starvation? 

There  is  but  one  answer.  We  must  keep  for  ourselves  only 
what  food  is  most  necessary.  We  must  send  to  our  Allies  what 
they  need  and  must  have. 


"mI 


WE   CAN  SEND   ENOUGH 


If  we  are  not  wasteful; 

If  we  make  the  best  use  of  the  foods  we  have ; 
If  we  choose  intelligently  and  wisely,  using  less  of  certain  foods 
and  more  of  others; 

If  we  produce  more  food ; 
If  every  one  helps. 


EUROPE  FACES   STARVATION 


LET  US   REMEMBER 


That  we  are  the  most  wasteful  nation  in  the  world. 

That  a  French,  a  Belgian,  a  PoHsh,  or  a  Serbian  family  could 
live  on  what  many  an  American  family  throws  away. 

That  if  the  Httle  children  and  older  people  who  are  now  dying 
of  starvation  could  get  the  crusts  of  bread,  the  milk,  the  meat, 
and  other  foods  which  we  now  waste,  their  lives  would  be  saved. 


WHAT  FOODS  WE  MUST  SEND 


Foods  which  keep.  It  would  be  folly  to  send  vegetables 
or  fruits,  although  we  have  plenty,  for  they  would  spoil  in 
shipping. 

Foods  which  nourish  and  take  up  little  space.  A  shipload  of 
wheat  has  much  more  food  value  than  a  shipload  of  potatoes 
or  fish. 

(  Foods  which  our  Allies  know  how  to  use.  We  have,  for 
example,  a  large  crop  of  corn,  but  as  the  United  States  Food 
Administration  says,^  '^  They  cannot  take  corn  instead,  seeing 
they  have  neither  mills  to  grind  corn  nor  ovens  to  bake  it  in." 
Corn  bread  cannot  well  be  distributed  from  bakeries,  even  if 
bakers  had  the  machinery  with  which  to  bake  it. 

The  foods  which  can  best  be  sent  are 

Wheat 

Meat  and  Meat  Fats 

Sugar 

Condensed  Milk,  Butter,  and  Cheese 

*  Bulletin  No.  75.    (See  Appendix,  page  d>'j.) 


FOOD   PROBLEMS 


HOW  MUCH  WE  MUST  SAVE 


A  tiny  saving  by  each  of  us  means  enough  for  all. 

When  the  bee  returns  from  her  trip  to  the  flowers,  she  brings 
only  the  least  bit  of  honey.     Many  trips  by  many  bees  prodi 
tons  of  honey. 

Crumbs  become  loaves  when  multiplied  by  loo  millions,  — 
and  there  are  more  than  that  number  of  people  in  this  country 
now. 

There  is  enough  for  all  if  each  person  in  the  United  States 

saves  daily: 

Half  a  slice  of  meat 
2  teaspoonfuls  of  butter  or  fat 
2  tablespoonfuls  of  sugar 
2  slices  of  white  bread 


tlOW  WE  CAN  SAVE  THIS 


There  are  two  great  ways : 

1.  By  not  wasting  any  food. 

2.  By  using  other  foods  instead  of  those  which  must  be  sent 
to  our  Allies. 


WELL  YOU  DO  YOUR  PART? 


CHAPTER  II 
GENERAL   PROBLEMS   IN   FOOD   CONSERVATION 

Problem  1.  Mr.  Hoover  asks  each  of  the  loo  million  people 
in  the  United  States  to  save  i  ounce  of  meat  each  day,  i  ounce 
of  sugar  each  day,  2  ounces  of  fats  each  week,  and  i  pound  of 
wheat  flour  each  week.     If  we  all  do  this, 

a.   How  many  tons  of  meat 

h.   How  many  tons  of  sugar 

c.  How  many  tons  of  fats 

d.  How  many  196-pound  barrels  of  flour  will  be  saved  for  the 
nation  each  week  ?    How  many  a  year  ? 

Discussion.^  How  much  is  an  ounce?  Can  you  bring  to  class 
I  ounce  of  meat,  i  ounce  of  flour,  etc.  ?    How  much  is  a  pound  ? 

Is  it  easier  to  save  i  ounce  each  day  or  7  ounces  all  at  one  time? 
Remember  that  saving  does  not  always  mean  going  without.  It  may 
mean  substituting  other  food.  Would  you  rather  have  meat  seven 
meals  a  week  and  eat  i  ounce  less  every  time,  or  have  macaroni 
and  cheese,  nut  loaf,  cottage  cheese,  or  some  other  meat  substitute 
for  two  meals  in  place  of  meat,  and  thus  save  the  whole  amount? 

Will  meatless  days  save  enough  meat  for  the  Allies?  Look  in  the 
Appendix  to  find  out  how  much  meat  we  use,  and  see  if  a  saving  of  \ 
would  amount  to  an  ounce  a  day. 

^  These  discussions  are  suggestive  rather  than  exhaustive  and  aim  to  illustrate 
what  should  be  done  with  every  problem.  The  resourceful  teacher  will  find  little 
diflficulty  in  supplementing  what  is  given,  and  in  working  out  questions  and  topics 
for  discussion  in  connection  with  all  problems. 

5 


FOOD   PROBLEMS 


Make  a  tentative  list  of  ways  to  save  these  foods.  Then  look  at 
Table  XIV,  page  78,  to  find  other  ways  of  saving.  Keep  each  Hst  to 
add  to  later.       , 

Send  for  the  bulletin  numbered  74  in  the  bibliography  and  read  on 
page  7,  Mr.  Hoover's  appeal  to  us  to  save. 


MANY  A  MICKLE  MAKES  A  MUCKLE 


2.  Following  are  the  annual  production  and  use  of  wheat 
before  the  war  in  the  leading  nations  of  the  world,  in  millions 
of  bushels. 


Russia  .  .  . 
United  States  . 
India  .... 
France  .  .  . 
Austria-Hungary 
Canada  .  .  . 
Italy  .... 
Germany  .  .  . 
Argentina  .  . 
Spain  .... 
Australia  .  .  . 
Roumania  .  . 
British  Isles  .  . 
Other  Countries 

Total      .     . 


Production  of 
Wheat  in  Mel- 
lions  OF  Bushels 


727 

70s 

370 

324 

247 

229 

191 

160 

156 

123 

89 

88 

61 

353 


3823 


Use  of  Wheat 

IN  Millions  of 

Bushels 


599 
589 
310 

379 
246 
118 

250 
228 

55 
127 

37 

34 

282 

569 


•     3823 


Difference  in 
Millions  of 


Bushels 


a.  Place  in  the  column  marked  "  Difference  "  the  difference 
between  production  and  use,  marking  it  +  if  production  is 
greater  than  use,  and  —  if  production  is  less  than  use. 


GENERAL  PROBLEMS   IN   FOOD    CONSERVATION      7 
WORLD  WHEAT  PRODUCTION  AND  CONSUMPTION 


NUMBER  OF       SCALE- 
COUNTRY                            MILLIONS  OF 
BUSHELS 

2           3           4 

00  Mil 

.UONI 

1 
5 

11 

HELS 

1 

.         8 

1    ^^L 

J-_. 

^ 

Rttcqta                                          Produces     727  ■|||||||| 
*'^^^^''*-                                            Consumes    B99  WMmMWA 

^^^^B 

^H 

P 

■  II 

1 

T 1 T  T 1 T 

IT  1 

^ 

_ 

UNITED  STATES                           ^^^^^,,    5^9  ^^« 

WKKSk 

"^' 

!ii' 

f 

■  IL 

1  1  IT  ]  1 

__ 

TxTT^TA                                            Produces     6i^  WtKttttK/k 
^^^^^                                             Consumes    310  Wm^M' 

^HF'n 

-- 

Mil 

France                              ^^^^  ^  ^tt 

ta^H^ta 

wWMMy//\ 

1  1 

AUSTEIA-HUNCAEY                  Jj^Sls    Sg  WMM. 

■■ 

wA 

T^ 

r<.xT.T^.A                                       Produces     r^»  ■■■■■■■■ 
CANADA                                       Consumes   118  hMMl 

■ 

Ttatv-                                           Produces     191  wkliflhkm 
^^^^^                                          Consumes    250  vMlMmm 

Germany                           K^LS^^I 

1 

Am   TiKTrFivr.                                            T>rfMln<>p*i       Ififi  HpHBH 

Argentina                          Consumes    ^mTT 

r,  ,,,.                                          P7.«/lii/.<.o     i'-'-^  HHHi 

"^^^"                                           Consumes    127  ^^^ 

A»Tor.,T.ATTA                                 Produces       89  ■■i 

AUSIKALIA                                Consumes     37  ^T 

T>^rT«.xTTA                                  Produces       88  ■■I 

Itou  MANIA                                  Consumes     UmT 

T7 -, ProHnr-fl            Kl    ■■j 

British  ISLES                    consume    282  B^^^^ 

^iii; 

OTHER  COUNTRIES                   ^^^-^^     S  ^M ! 

W^^^/M 

i%5%^ 

^^^ 

— 

TTTTT   i  1 1 

h.  Draw  bars  on  construction  paper  to  represent  the  pro- 
duction and  use  of  wheat  in  the  various  countries.  Allow  20 
million  bushels  to  a  space  and  place  the  two  bars  for  each  country 
together,  as  shown  by  the  graph  above. 

Discussion.  Let  us  try  to  find  a  way  to  imagine  4  billion  bushels 
of  wheat.  How  many  tons  is  it?  (One  bushel  of  wheat  weighs 
60  pounds.)  If  a  freight  car  can  carry  60  thousand  pounds,  how 
many  would  it  take  to  move  this  amount  of  wheat? 


8  FOOD   PROBLEMS 

What  five  states  led  in  wheat  production  last  year?  What  part  of 
the  entire  yield  in  the  United  States  did  these  states  produce  ?  Where 
does  your  state  rank  in  wheat  production?     Why  so  high  or  low? 

How  many  people  are  there  in  the  world?  (See  your  geography.) 
How  much  wheat  is  produced  for  each  person?  Color  a  map  to 
show  the  countries  which  produce  most  wheat,  or  which  produce 
more  wheat  than  they  use.  Which  countries  do  not  use  much  wheat? 
What  do  they  use  instead? 

Where  do  we  send  wheat  now?  This  table  shows  conditions  before 
the  war.    Which  countries  must  be  producing  less  wheat  now?    Why? 

If  there  is  a  library  in  your  school  or  city,  look  up  facts  on  wheat 
production  in  reference  books,  and  make  more  problems  based  on 
what  you  find. 


OUR  ALLIES   DEPEND   ON  US  FOR  WHEAT 


3.  According  to  United  States  statistics,  the  United  States 
and  Canada  have  sent  to  the  Allies  400  million  bushels  less  wheat 
than  they  need  this  year. 

a.  How  many  bushels  a  year  would  each  of  the  100  million 
people  in  the  United  States  have  to  save  to  supply  125  million 
bushels  from  this  country?  ^SSk 

h.  What  part  of  a  barrel  of  flour,  if  4^  bushels  make  a  196^ 
pound  barrel  ? 

c.  How  many  pounds  a  year?    How  many  pounds  a  week? 

d.  If  it  takes  f  of  a  pound  of  flour  to  make  i  loaf  of  bread, 
how  many  loaves  must  we  save  each  week  ? 

Discussion.  How  much  wheat  do  the  United  States  and  Canada 
normally  produce  (see.  problem  2)?  How  much  surplus  is  there  in 
normal  times?  If  400  million  more  bushels  are  taken,  how  much 
does  this  leave  for  home  use  ? 

Read  bulletins  74  and  75  (Appendix,  page  87)  and  see  that  enough 
food  will  be  kept  in  this  country  to  provide  for  our  needs.  There  is 
plenty  of  food  if  we  save  by  substitution  and  cutting  out  waste. 


I 


GENERAL  PROBLEMS  IN  FOOD  CONSERVATION  .  9 


What  other  uses  for  wheat  flour  are  there  besides  its  use  in  white 
bread?  Make  a  Ust  of  all  you  can  think  of.  Then  take  them  up 
one  by  one  and  discuss  how  waste  may  be  eliminated  and  how  other 
substances  may  be  substituted. 


IT  IS  THE  LITTLE  SAVINGS  THAT  COUNT 


4.  Last  year  there  were  many  boys'  and  girls'  corn  clubs  in 
the  country.  They  raised  523  thousand  bushels  of  corn  at  a 
cost  of  $143,000. 

a.  What  was  the  approximate  cost  per  bushel? 
h.  They  sold  the  corn  at  81  cents  a  bushel.     What  was  the 
profit  per  bushel? 

c.  What  was  the  total  profit? 

5.  In  1 91 6,  7903  boys  and  girls  belonged  to  canning  clubs, 
which  canned  201,300  quarts  of  food. 

a.  How  many  quarts  was  the  average  for  each  member  ? 

b.  The  total  cost  was  $28,126.61.  How  much  per  quart? 
Compare  this  with  the  cost  to  you  of  canned  corn,  peas,  tomatoes, 
and  other  vegetables  and  fruits. 


WE  CAN  ALL  HELP   FIGHT  TliE  FOOD   WAR 


6.  The  boys  and  girls  enrolled  to  serve  in  food  production 
in  1916  produced  food  worth  an  average  of  $20.96  each. 

a.  If  one  half  of  the  23  million  school  boys  and  girls  in  the 
United  States  should  do  as  well  in  191 8,  what  would  be  the 
value  of  the  food  produced? 

b.  If  the  profit  of  each  boy  or  girl  was  60  per  cent  of  the  selling 
price,  what  would  be  the  money  profit  for  ii^  million  children? 


lo  FOOD   PROBLEMS 

Discussion  {problems  4,  5,  and  6).  Find  out  from  the  county 
superintendent  of  schools  about  boys'  and  girls'  club  work  in  your 
county.  Who  is  the  state  leader  of  this  work?  The  United  States 
Department  of  Agriculture  has  nation-wide  control  of  this  movement. 
From  this  department,  or  from  your  state  leader,  you  can  get  infor- 
mation concerning  the  work  in  your  state.  Has  your  school  done 
any  gardening  or  canning  work?  If  so,  write  an  account  of  the  re- 
sults and  send  it  to  the  county  and  state  leaders. 

Discuss  ways  of  earning  money  through  producing  or  preserving 
food. 


CONQUERING  WASTE  IS  WINNING   THE  WAR 


7.  The  United  States  Department  of  Agriculture  states  that 
700  million  dollars  has  been  wasted  in  homes  in  this  country 
every  year  by  throwing  away  food  which  might  be  used.  There 
are  20  million  families  in  the  United  States.  What  is  the 
average  waste  for  each  family  per  year  ?     Per  month  ?     Per  day  ? 


WILLFUL  WASTE  MAKES  WOEFUL  WANT 


mW 


8.  If  the  average  family  contains  five  persons,  how  much 
is  the  average  waste  for  each  person  each  day  ? 

9.  How  many  Liberty  Loan  Bonds  at  $100  apiece  could  be 
bought  with  the  yearly  food  waste  of  the  American  people? 
What  part  of  a  two  billion  dollar  issue  is  it?     What  per  cent? 

10.  If  the  amount  of  the  yearly  food  waste  of  the  United 
States  ($700,000,000)  were  invested  in  $100  Liberty  Loan 
Bonds  at  3I  per  cent  interest,  what  would  be  the  yearly  income? 
How  many  aeroplanes  at  $8000  each  could  be  bought  with  the 
amount  wasted  on  food  annually  by  the  American  people  ? 

Discussion  {problems  7,  8,  9,  and  10).  Do  you  waste  as  much  as 
problem  8  states,  each  day?  Make  a  list  of  the  different  ways  in 
which  you  waste  food  during  one  day.    Refer  to  Tables  XIV  and  XV 


GENERAL   PROBLEMS   IN   FOOD    CONSERVATION     ii 

in  the  Appendix  for  examples  of  wastes.  Do  you  think  you  waste 
more  or  less  than  the  average? 

Think  of  some  other  ways  of  trying  to  understand  what  is  meant 
by  a  food  waste  of  700  million  dollars.  How  many  schoolhouses 
like  yours  could  be  built  with  it?  How  many  boys  or  girls  would  it 
send  through  college,  at  $500  a  year  ?  Write  an  essay  to  show  in  other 
ways  what  may  be  done  with  700  million  dollars. 

Can  all  this  food  waste  be  eUminated?  Can  you  name  any  food 
waste  in  your  home  which  can't  be  helped  ?  (See  Table  XIV,  Appendix.) 


SAVE  AND    HAVE 


11.  The  average  food  waste  of  the  American  people  is  esti- 
mated by  the  Government  to  be  7J  per  cent  of  the  total  amount 
spent  for  food  in  each  family.  If  the  average  family  wastes 
$35  per  year,  what  is  the  amount  spent  for  food  per  year  in  the 
average  family?     In  the  78,000  families  in  Newark? 

If  the  78,000  Newark  homes  each  saved  $35  yearly  in  food, 
how  much  would  be  saved  altogether? 

What  would  be  saved  in  your  city  or  state  if  every  family 
saved  $35  each  year  on  food  ? 

Discussion.  Get  some  estimate  of  the  amount  your  family  spends 
in  a  year  for  food.  If  7J  per  cent  of  this  is  waste,  how  much  is 
wasted?  Where  does  it  go?  Do  you  think  your  family  wastes 
more  or  less  than  this  amount? 

Make  a  report  showing  how  your  home  is  making  its  food  waste 
less,  and  how  it  can  do  still  more.  Don't  try  to  go  too  much  into 
detail.  This  will  be  done  in  following  problems.  Good  bulletins  to 
read  in  this  connection  are  Nos.  75  and  76. 

12.  There  are  about  2000  soldiers  in  a  regiment  ^  and  each 
soldier's  food  costs  the  Government  about  40  cents  a  day.     How 

*  The  number  varies.    This  is  approximately  correct  for  February,  19 18. 


12  FOOD   PROBLEMS 

long  would  the  700  million  dollars  lost  each  year  through  waste 
of  foods  in  the  United  States  feed  one  regiment  of  soldiers? 
Answer  in  days.     In  years. 

Discussion.  About  how  much  does  the  food  for  each  member  of 
your  family  cost  per  month?  Does  your  food  cost  more  or  less  than 
a  soldier's  ?  If  you  waste  2  cents  a  day  in  food  (see  problem  8)  what 
part  of  the  cost  of  the  food  you  eat  is  wasted  ? 


CAN  WE  EACH  SAVE  TWO   CENTS  A   DAY  IN  FOOD? 


13.  If  each  of  the  100  million  persons  in  the  United  States 
should  save  2  cents  a  day  in  food,  what  saving  would  it  mean  to 
the  nation  each  day  ?     Each  month  ?     Each  year  ? 

Discussion.  Can  each  of  us  save  2  cents  a  day  in  food?  The  Uni- 
versity of  California  has  estimated  that  $582  a  year  is  the  least  amount 
on  which  food  can  be  bought  and  health  maintained  in  a  family  of 
five.  Many  families  are  spending  far  less  than  this  each  year.  Can 
they  save  in  money?     Should  these  be  expected  to  save?    Why  not.? 

14.  a.  The  war  in  Europe  cost  i  billion  dollars  per  month 
during  the  first  two  years.  The  population  of  the  warring 
nations  was  450  million.  Find  the  amount  every  citizen  must 
save  monthly  to  save  as  much  as  the  war  cost. 

h.  Before  the  war,  300  million  dollars  were  on  deposit  in  the 
Bank  of  England  alone.  After  one  year  of  war,  there  were  900 
million  dollars  of  deposits.  What  saving  does  this  represent 
for  each  of  the  36  million  inhabitants  of  England  during  the 
first  year  of  war?    What  saving  per  month  (approximate)? 

Discussion.  What  is  the  Bank  of  England?  Look  it  up  in  an 
encyclopedia  or  the  World  Almanac,  and  see  how  it  is  different  from 
our  banks. 

A  newspaper  article  estimates  that  nearly  84  billions  of  dollars 
have  been  borrowed  already  (to  November,  191 7),  by  the  countries  at 


GENERAL  PROBLEMS   IN  FOOD   CONSERVATION     13 

war,  besides  money  raised  by  taxation.  How  many  months  has  the 
war  gone  on,  up  to  January,  191 8?  Has  the  war  cost  more  or  less 
than  a  billion  dollars  a  month? 

Our  loans  from  June,  1917,  to  January,  1918,  were  5800  milHon 
dollars.  How  much  is  this  for  every  person  in  the  country  ?  At  this 
rate,  how  much  a  year  for  each  person?  Write  on  the  topic :  "  What 
Our  Country  is  Spending  for  Me."  Then  discuss  "  Should  I  Help 
My  Country?  Why  and  How?  " 

15.  In  1916^  the  following  amounts  were  spent  in  the  United 
States : 

M1U.10NS  ov  Dollars 

For  patent  medicines 300 

For  tobacco        600 

For  jewelry        200 

For  wines  and  liquors 1669 

a.  If  all  these  amounts  were  saved,  how  much  would  be  the 
total  saving? 

h.  At  the  rate  of  one  billion  dollars  per  month  for  the  war,  for 
how  long  would  the  total  saving  finance  the  war? 


AMONG  OUR  ENEMIES  — LUXURIES  AND   BAD   HABITS 


16.  In  the  last  30  years  our  population  increased  75  per  cent, 
while  our  production  of  women's  clothes  and  millinery  increased 
as  follows : 


Millinery      .     . 
Women's  Clothes 


1884 


$  9,580,000 
32,000,000 


1914 


$114,160,000 
473,880,000 


Increase 


Percentage 
Increase 


Bulletin  No.  73.     (See  Appendix,  page  ?>7.) 


14  FOOD   PROBLEMS 

If  the  production  of  these  two  items  had  increased  only  as  much 
as  the  population,  how  much  would  have  been  spent  in  19 14? 
How  much  would  thus  have  been  saved  in  1914  ?  ^^H 

Discussion  {problems  15  and  16).  Name  some  other  ways  of  un- 
necessary spending  which  could  be  done  away  with  or  lessened.  Dis- 
cuss these  to  see  how  much  of  the  money  spent  for  them  is  really 
necessary. 

Why  do  you  think  the  cost  of  millinery  has  increased  so  much 
in  30  years?  Ask  your  mother  or  grandmother  to  tell  you  the  cost 
of  millinery  and  women's  dress  10  or  20  years  ago.  Did  people  buy 
as  much  at  stores?  Did  styles  change  as  often?  What  other 
differences  were  there  which  would  make  expenditures  much  lower 
then? 

How  much  is  spent  in  America  for  chewing  gum?  Is  the  chewing 
of  gum  a  necessity  ?  Is  it  right  to  use  so  much  money  for  these  pur- 
poses in  times  like  these?  How  much  sugar  is  used  in  gum?  What 
other  materials  are  used? 

Name  the  prohibition  states.  Do  you  know  of  any  laws  against 
tobacco  or  patent  medicines?  (Ask  a  lawyer.)  How  has  the  war 
helped  prohibition  here?    In  Russia?    In  England? 


SAVE  TO    SERVE 


17.  The  United  States  Food  Administration  permits  hotels  to 
serve  no  more  than  2  ounces  of  bread  to  any  one  person  at  a  meal. 
If  J  ounce  of  bread  is  saved  by  this  means  for  each  meal  eaten 
in  hotels  and  restaurants,  how  much  bread  will  be  saved  for  each 
icx)o  meals  eaten  ?  How  much  flour,  allowing  j  of  the  weight 
of  the  bread  saved  to  be  flour  ? 

18.  Find  the  actual  increase  and  approximate  percentage  in- 
crease from  July,  19 14,  to  June,  19 17,  in  the  wholesale  prices 
for  these  commodities : 


GENERAL  PROBLEMS  IN  FOOD   CONSERVATION     15 


Article 


Fresh  Beef 
Bacon 
Lard  .  . 
Wheat  . 
Flour  .  . 
Corn  meal 
White  Potatoes 
Sugar       .     .     . 


Unit  of 
Measure 


Pound 
Pound 
Pound 
Bushel 
Barrel 
Pound 
Bushel 
Pound 


Price 
July, 
1914I 


$0.13 
.14 
.10 
.90 

4.59 
.CIS 

1. 21 
.042 


Price 
June, 
1917 1 


$  0.16 

.24 

.21 

2.69 

13.89 

•039 

2.9s 

.075 


Price 
To-day 


Increase 
1914-1917 


Percentage 
Increase 
1914-1917 


19.   Find  the  actual  increase  and  the  percentage  increase  of 
the  retail  price  of  the  following  articles : 


Article 


Sirloin  Steak 
Pork  Chops 
Bacon  .  . 
Lard  .  .  . 
Eggs  .  .  . 
Butter  .  . 
Milk  .  .  . 
Bread  .  . 
Flour  .  .  . 
Com  meal  . 
Potatoes  .  . 
Sugar       .     . 


Unit  of 
Measxhie 


Pound 

Pound 

Pound 

Pound 

Dozen 

Pound 

Quart 

Loaf 

i  Barrel 

Pound 

Peck 

Pound 


Price 
July, 
1914I 


$0.27 
.22 
27 

IS 
30 
34 
09 

055 

79 

03 

405 

05 


Price 
June, 
19171 


$0.33 
.31 
•425 
.28 
.416 

•47 
.11 
.085 
1.97 

•055 

.96 

.09 


Price 
To-day 


Increase 
1914-1917 


Approxi- 
mate Per- 
centage 
Increase 
1914-1917 


20.  Counting  5  per  cent  to  a  square,  draw  bars  representing 
the  percentage  increases  in  problems  18  and  19.  (For  method, 
see  page  xvi.)  How  do  wholesale  and  retail  prices  compare,  in 
amount  and  in  increase? 

1  Bulletin  No.  98.    (See  Appendix,  page  88.) 


i6 


FOOD   PROBLEMS 


Discussion  {problems  18-20).  Notice  the  difference  between 
wholesale  and  retail  prices.  On  which  articles  do  people  make  the 
greatest  percentage  of  profit?  Are  the  prices  in  your  locality  to-day 
higher  or  lower  than  those  of  June,  191 7  ?  Higher  for  which  articles? 
Lower  for  which  ? 

You  know  that  it  takes  4I  bushels  of  wheat  to  make  a  barrel  of 
flour.  If  wheat  is  $2.69  a  bushel  and  flour  $13.89  a  barrel  (problem 
18),  how  do  wheat  and  flour  compare  in  expense? 

Make  up  ten  problems  based  on  the  facts  in  problems  18  and  19. 
Write  a  composition  on  some  connected  topic,  like  "  From  Wheat 
to  Flour." 

Find  out  from  your  grandparents  or  a  soldier  of  the  Civil  War 
what  prices  for  these  foods  were  during  that  war.  If  possible  pre- 
pare a  table  comparing  Civil  War  prices  with  those  of  to-day.  Devise 
a  way  for  showing  the  difference  by  using  graphs.     (See  page  xvii.) 

From  newspapers  and  magazines  obtain  present  prices  in  European 
countries  and  compare  them  with  prices  in  America. 


WE  MUST  HAVE  WHEAT  TO   SEND  TO  FRANCE 


21.   In  France   the  supply  of  meat  and  wheat  has  decreased 
as  follows :  ^ 


1913 

1916 

L0S3 

Native  Wheat      . 
Cattle     .... 
Sheep     .... 
Pigs 

330,000,000  bushels 

14,790,000  head 

16,140,000  head 

7,035,000  head 

213,000,000  bushels 

12,340,000  head 

10,845,000  head 

4,360,000  head 

• 

Draw  bars  to  represent  the  former  and  present  supply  letting 
I  square  =  1,000,000.  If  the  1913  supply  of  wheat  was  just 
enough  to  feed  France,  what  per  cent  of  the  amount  needed  does 
she  grow  now? 

1  Bulletin  No.  98.     (See  Appendix,  page  88.) 


GENERAL  PROBLEMS   IN  FOOD   CONSERVATION     17 


TO  WIN  — PRODUCE  MORE,   EAT  LESS 


22.  Nineteen  million  acres  of  spring  wheat  were  sown  in 
191 7.  The  average  yield  per  acre  for  the  last  ten  years  was 
13.2  bushels. 

a.   How  much  will  be  produced  at  this  rate? 
h.   In  191 5  the  average  yield  was  18.4  bushels  per  acre.     How 
much  would  be  produced  at  this  rate? 

c.   How  much  more  would  be  produced  at  the  191 5  rate? 

Discussion.  Bulletin  64  (page  87)  gives  an  idea  of  yields  in  various 
years.  What  do  you  think  happens  to  prices  (i)  when  the  yield  is 
poor,  (2)  when  the  yield  is  good,  (3)  when  there  is  a  war?    Why? 

Find  statistics  showing  yield  for  your  state  by  writing  the  state 
college  of  agriculture.  Does  your  state  produce  much  wheat  ?  What 
is  the  average  yield  per  acre? 

Color  a  map  to  show  the  states  which  produce  most  wheat. 

23.  Exports  from  the  United  States  to  Europe  of  the  neces- 
sary foods  have  increased  as  follows :  ^ 


Exported  before  the 
War 

Estimated  Exports 
191 7 

Dairy  (butter,  cheese,  milk)    .... 

Meat 

Wheat 

26,028,000  lbs. 
493,848,000  lbs. 
120,000,000  bu. 

346,028,000  lbs. 

1,833,284,000  lbs. 

577,000,000  bu. 

Find  the  number  of  tons  and  percentage  increase  in  tons 
exported.  Allowing  10,000  tons  to  a  space,  draw  bars  repre- 
senting exports  before  the  war  and  now. 


*  Bulletin  No.  98.     (See  Appendix,  page  88.) 


CHAPTER  III 

WHEAT   PROBLEMS 

24.  In  191 7  the  wheat  crop  of  the  United  States  was  656  million 
bushels  and  that  of  Canada  250  million  bushels,  while  their 
combined  reserve  from  the  previous  year  was  100  million  bushels. 
The  United  States  and  Canada  needed  550  million  bushels  of 
wheat  for  flour.  They  also  needed  90  million  bushels  for  seed, 
10  million  bushels  for  other  industries,  and  50  million  bushels  to 
carry  over  to  1918.     How  many  bushels  were  left  for  export? 


BREAD  WILL  HELP  TO  WIN  THE  WAR 


Discussion.  Compare  these  crop  figures,  secured  from  bulletin 
No.  69  (see  Appendix,  page  87),  with  those  given  in  your  school  geog- 
raphy. Bulletin  No.  64  also  gives  figures  for  wheat  crops.  Is  our 
191 7  crop  above  or  below  normal?  Compare  figures  with  those 
given  in  problem  2,  page  6. 

What  "  other  industries  "  need  wheat,  besides  flour  mills?  Why 
do  we  need  a  surplus  of  wheat  to  "  carry  over  "  to  the  next  year? 

In  old  times  when  the  grain  crop  failed  in  any  one  country,  there 
was  a  famine.  Is  this  true  now  ?  Why  ?  Compare  "  crop  failure " 
with  a  "  coal  famine  "  or  "  sugar  famine."  Do  these  terms  mean 
that  there  is  not  enough  of  these  articles,  or  simply  that  there  is  not 
enough  in  some  one  place? 

Read  in  Bulletin  No.  69  how  much  wheat  we  need  to  export.  Read 
Bulletin  No.  75  to  find  why  we  cannot  send  corn  instead. 

18 


WHEAT  PROBLEMS  19 

V 

25.  In  1 91 7,  6  bushels  of  wheat  per  person  were  consumed  for 
flour,  seed,  etc.,  in  the  United  States  and  2 J  bushels  per  person 
were  exported. 

a.  How  many  bushels  did  we  raise  for  each  person? 

b.  In  1 91 8  we  need  to  export  4  bushels  per  person.  How 
many  bushels  of  wheat  does  this  leave  for  each  person  in  this 
country  ? 

c.  How  much  less  is  this  than  was  used  in  this  country  by  each 
person  in  191 7?  (Assume  that  this  year's  crop  is  the  same  as 
last  year's.) 

Discussion.  How  can  we  estimate  the  amount  of  wheat  used  in 
our  homes  ?     In  what  forms  do  we  buy  wheat  ?     Make  a  list  of  these. 

Can  you  estimate  the  amount  of  flour  used  in  your  home  each  week? 
Can  you  suggest  substitutes  for  some  of  these  items  to  reduce  the 
amount  of  wheat  used  in  your  family?  How  much  or  what  part  do 
you  think  might  be  saved  by  using  these  substitutes? 

26.  Wisconsin  sows  loi  thousand  acres  of  winter  wheat. 
The  average  yield  per  acre  is  about  15  bushels. 

a.  About  how  much  winter  wheat  can  be  expected? 

b.  The  nation  asks  that  Wisconsin  sow  29  thousand  more 
acres.     How  much  will  this  increase  the  wheat  crop? 

c.  If  pure  bred  grain  is  used  for  seed,  an  acre  may  yield  as 
much  as  40  bushels  of  winter  wheat.  If  better  farming  methods 
raised  the  average  of  wheat  in  Wisconsin  to  25  bushels  per  acre, 
how  much  more  wheat  would  this  produce  on  loi  thousand 
acres?     On  130  thousand  acres? 

Discussion.  Can  you  find  the  average  yield  of  wheat  per  acre 
in  Canada?  In  France?  In  Germany?  How  does  it  compare 
with  the  yield  in  this  country?     Why  is  there  so  much  difference? 

What  are  some  of  the  ways  of  improving  the  yield  of  wheat  on  a 
farm? 


20  FOOD  PROBLEMS 


^ 


What  are  some  of  the  reasons  why  a  crop  may  be  poor?  When 
you  have  given  all  you  can  think  of,  refer  to  Table  XV,  page  8i, 
for  others. 

27.  The  cost  of  turning  4.5  bushels  of  wheat  into  a  196-pound 
barrel  of  flour  and  marketing  the  barrel  of  flour  should  be  about 
$1.80,  according  to  the  United  States  Food  Administration 
Wheat  last  year  cost  $1.60  a  bushel  on  the  average. 

a.   What  should  flour  have  cost  a  barrel? 

h.  The  average  price  of  flour  in  191 7  was  $14  a  barrel.  How 
much  more  than  the  cost  of  production  and  marketing  as 
shown  in  (a)  ? 

c.  10  million  barrels  of  flour  are  marketed  each  month.  How 
much  profit  was  made  each  month  by  manufacturers,  wholesalers, 
and  other  flour  distributors  ? 

Discussion.  What  are  the  processes  from  wheat  on  the  farm  to 
flour  in  the  pantry?    Where  does  most  of  the  $1.80  expense  enter? 

What  has  been  done  to  stop  the  making  of  too  high  profits? 

Flour  cost  about  $1.50  for  a  sack  containing  i  of  a  barrel  in  Chicago 
in  January,  1918.  How  does  this  compare  with  the  191 7  price  ?  Look 
up  present  prices  of  wheat  and  of  flour,  and  see  whether  there  is 
reason  to  beUeve  that  too  much  "  excess  profit  "  is  being  made. 


AMERICAN  WHEAT  MUST  FEED  THE  ALLIES 


28.  There  are  (January,  191 8)  300  million  bushels  of  wheat 
in  Australia  awaiting  shipment  to  the  Allies. 

a.  If  there  are  60  pounds  of  wheat  to  a  bushel,  how  many 
tons  of  wheat  are  there  in  Australia? 

h.  The  average  freight  car  has  a  carrying  capacity  of  80,000 
pounds  of  wheat.     How  many  tons  of  wheat  will  each  car  carry? 


WHEAT   PROBLEMS  21 

c.  How  many  cars  of  this  size  will  be  necessary  to  transport 
the  300  million  bushels  of  wheat  mentioned  above? 

d.  How  many  ships  with  an  average  carrying  capacity  of 
1600  tons? 


THE  WORLD  IS   SHORT  OF  SHIPS 


29.  a.  It  takes  freight  about  30  days  to  go  between  Australia 
and  England.  How  many  boats  of  1600  tons  carrying  capacity 
would  it  take  to  transport  9  million  tons  of  wheat  within  6  months  ? 

h.  It  takes  about  10  days  from  New  York  to  England.  How 
many  boats  would  be  needed  to  transport  the  same  amount  of 
wheat?  Do  you  see  why  Australia's  wheat  cannot  be  used  to 
feed  the  AlHes? 

Discussion  {problems  28,  29).  What  is  "  tonnage  "?  How  does 
the  United  States  rank  among  the  nations  in  "  tonnage  "  ?  Has 
this  rank  changed  since  the  beginning  of  the  war? 

If  6  bushels  of  wheat  are  needed  for  each  person,  how  far  would 
Australia's  wheat  supply  go  to  feed  the  population  of  England? 

Discuss  the  reasons  why  "  the  world  is  short  of  ships." 

Show  why  England  is  unable  to  ship  wheat  from  Australia,  Russia, 
and  India  to  relieve  her  present  need. 


IS  EVERY  OUNCE  OF  FLOUR  WORTH  SAVING? 


30.  Let  US  suppose  that  the  average  waste  of  wheat  flour  per 
family  in  the  United  States  is  i  ounce  per  week  (enough  to  make 
1 1  slices  of  bread). 

a.  How  many  pounds  would  be  wasted  in  one  week  by  the 
20  million  families  in  this  country? 

h.   How  many  pounds  per  year  ? 

c.  About  how  many  barrels  in  a  year?  (Allow  196  pounds 
to  the  barrel.) 


22  FOOD   PROBLEMS 


31.  It  takes  4I  bushels  of  wheat  to  make  i  barrel  of  flour. 
How  many  bushels  of  wheat  would  it  take  to  supply  the  yearly 
waste  described  in  problem  30  ? 


WASTE  NOT  — WANT  NOT 


32.  About  15  bushels  of  wheat  are  grown  to  the  acre.  How 
many  acres  of  land  would  it  take  to  supply  a  yearly  waste  of 
1,491,000  bushels  of  wheat? 

33.  There  are  7.5  square  miles  in  a  certain  city  and  640  acres 
to  the  square  mile.  About  how  many  cities  this  size  would  it 
take  to  supply  ground  enough  to  produce  wheat  for  a  yearly 
waste  as  described  in  problem  32? 

Discussion  {problems  32,  33).  What  is  the  area  of  the  city  or 
county  in  which  you  live?  Compare  this  with  the  amount  of  land 
found  in  problem  32.  How  many  loo-acre  farms  would  it  take? 
What  part  of  the  total  area  of  your  state?  Make  a  square  to  repre- 
sent the  land  which  would  be  needed  on  an  outline  map  of  your  state, 
and  color  the  square.  Give  the  map  the  title  of  "  What  an  ounce  a 
week  waste  means,"  or  some  original  title.  Put  an  explanation  below 
the  title. 

34.  John  Smith  uses  5.3  bushels  of  wheat  in  the  form  of  flour 
each  year.  If  it  takes  4.5  bushels  of  wheat  to  make  a  196-pound 
barrel  of  flour,  how  many  pounds  of  flour  does  he  use  each 
year?     (Give  answer  correct  to  nearest  pound.) 


WAR  BREAD   IS   GOOD  TO  EAT 
WAR  BREAD  SAVES  THE  WHEAT 


35.  It  takes  about  three  fourths  of  a  pound  of  wheat  flour  to 
make  i  loaf  of  bread.  How  many  loaves  represent  a  yearly  use 
of  237  pounds  of  flour? 


WHEAT  PROBLEMS  23 

36.  In  making  war  bread,  Mrs.  Smith  uses  9  ounces  of  wheat 
flour  and  3  ounces  of  other  flour  for  each  loaf.  In  a  year  the 
Smith  family  uses  720  loaves  of  bread.  How  much  wheat 
flour  do  they  use  if  only  war  bread  is  eaten  ?  How  much  wheat 
flour  do  they  save  by  using  war  bread  ? 


THERE  IS  NO  LITTLE  ENEMY 


37.  The  average  use  of  wheat  flour  in  this  country  is  about 
4.9  pounds  per  person  each  week. 

a.  If  on  wheatless  days  no  wheat  flour  is  eaten,  and  normal 
amounts  are  used  on  other  days,  what  will  be  the  average  saving 
in  flour  by  each  person  each  week  ? 

b.  For  a  city  of  30  thousand  people? 

c.  For  the  whole  nation  of  100  million  people? 

d.  About  how  many  196-pound  barrels  will  be  saved  by  the 
nation  weekly? 

Discussion.  Can  you  estimate  how  much  flour  is  used  in  your 
home?  Is  it  more  or  less  than  4.9  pounds  per  week?  Is  your  use  of 
flour  less  than  it  was  a  year  ago?    What  substitutes  do  you  use? 

38.  Suppose  every  one  of  the  100,000  people  in  a  certain  city 
decided  to  use  war  bread,  in  which  25  per  cent  of  the  wheat 
flour  is  replaced  by  some  other  flour.  The  average  consump- 
tion of  flour  is  about  five  pounds  weekly  per  person. 

a.  How  many  pounds  of  flour  each  week  could  be  saved  for 
the  nation  in  this  city  alone? 

b.  How  many  pounds  could  be  saved  each  week  in  the  city 
or  county  in  which  you  live? 

Discussion.  What  flours  are  used  in  making  war  bread?  Find 
from  the  bulletins  listed  in  the  Appendix  as  many  different  recipes 


24  FOOD  PROBLEMS 

for  war  bread  as  you  can.    Will  you  try  at  least  one  of  them?    What 
ones  have  you  already  tried? 


OBSERVE  WHEATLESS  DAY 


39.  Mrs.  Lee  finds  from  the  government  bulletins  that  she  must 
reduce  her  use  of  wheat  flour  25  per  cent  to  do  her  part  in  saving 
food.  By  observing  wheatless  day  she  saves  y  of  the  21  pounds 
of  flour  she  formerly  used.  On  the  other  6  days  she  saves  6 
ounces  per  day  by  serving  more  vegetables  so  as  to  use  less  bread. 

a.   How  much  flour  does  she  save  weekly? 

h.   Is  she  saving  enough,  too  little,  or  more  than  enough? 

c.  If  every  one  of  the  20  million  families  in  the  country  saved 
as  much,  how  many  196-pound  barrels  could  be  sent  every  week 
to  feed  our  Allies  (approximate)  ? 


USE  ALL  THE  WHEAT   GRAIN  FOR  FOOD 


40.  Only  72  per  cent  of  the  wheat  grain  is  used  in  making 
white  flour.  Whole  wheat  flour  contains  85  per  cent  of  the 
grain.     It  is  also  more  healthful  than  white  flour.     Why? 

a.  How  many  pounds  of  whole  wheat  flour  could  be  made 
from  the  wheat  used  to  make  a  196-pound  barrel  of  white  flour? 

h.  Suppose  the  people  in  a  city  together  use  3600  barrels  of 
white  flour  yearly.  How  many  barrels  would  they  save  if  whole 
wheat  flour  were  used?  How  many  pounds?  (196  pounds 
make  i  barrel.) 

41.  One  hundred  pounds  of  wheat  when  ground  into  whole 
wheat  flour  supply  70.96  pounds  of  digestible  food  material,  as 
against  57.00  pounds  when  ground  into  white  flour.  What  per 
cent  more  food  for  human  beings  could  be  supplied  if  all  wheat 
were  made  into  whole  wheat  flour? 


WHEAT  PROBLEMS  25 

42.  A  flour  manufacturer  who  has  been  milling  only  white 
flour,  using  72  per  cent  of  the  grain,  decides  to  grind  one  fourth 
of  his  wheat  into  graham  flour,  which  uses  90  per  cent  of  the 
grain.     In  a  year  he  buys  i  million  bushels  of  wheat. 

a.   Find  the  number  of  bushels  of  waste  under  the  old  plan. 

h.  Find  the  amount  saved  by  making  both  white  flour  and 
graham  flour. 


WASTE  NO  WHEAT 
HELP  WIN  THE  WAR 


43.  Mrs.  Gray  throws  away  stale  bread  amounting  to  a  slice 
a  day. 

a.  If  bread  cost  10  cents  for  a  loaf  of  12  slices,  how  much 
money  is  she  throwing  away  daily? 

h.  If  every  one  of  the  families  in  your  city  or  county  ^  wastes 
a  slice  of  bread  a  day,  how  much  money  is  wasted  each  day? 
Each  month  ?     Each  year  ? 

c.  At  the  same  rate,  what  would  be  the  yearly  waste  for  the 
20  million  families  in  the  United  States  ? 

Discussion.  What  are  the  uses  of  stale  bread?  Of  bread  crumbs? 
Show  how  crumbs  can  be  substituted  for  flour  in  cakes  and  desserts. 
Which  contain  more  nourishment,  bread  crumbs  or  flour?     Why? 

The  United  States  Food  Administration  suggests  that  bread  be 
cut  at  the  table  as  needed,  and  King  George  of  England  does  this. 
Why  is  this  advisable  ?  What  waste  is  there  in  cutting  bread  ?  Can 
this  waste  be  stopped? 

44.  By  not  eating  the  crusts  of  her  bread,  Mary  wastes  an 
average  of  f  of  a  slice  of  bread  a  day. 

1  To  find  the  number  of  families,  divide  the  total  population  by  5,  the  size  of 
the  average  family. 


26  FOOD   PROBLEMS 

a.  How  many  slices  does  she  waste  in  a  year  of  360  days? 
How  many  loaves?     (12  slices  to  the  loaf.) 

b.  What  is  the  cost  of  the  bread  wasted  at  10  cents  a  loaf? 

c.  Calculate  the  waste  in  bread  and  money  if  each  of  the  school 
children  in  your  school  wasted  f  of  a  slice  of  bread  daily  by 
throwing  away  the  crusts  of  bread. 


MUCH  FOOD  IS  WASTED  BY  SERVING  MORE  THAN  IS  NEEDED 


45.  Mrs.  Grant  cuts  and  serves  a  loaf  containing  12  slices  of 
bread  each  day  for  dinner,  of  which  only  10  slices  are  eaten. 
She  uses  about  half  the  stale  pieces  and  throws  the  rest 
away. 

a.  In  how  many  days  does  Mrs.  Grant  waste  a  lo-cent  loaf? 

b.  What  is  the  money  waste  per  year? 

c.  There  are  ij  million  families  in  the  State  of  Illinois.  If 
each  home  wastes  as  much  bread  yearly  as  Mrs.  Grant  does, 
how  much  is  the  total  money  waste  during  the  year? 

46.  A  baker  has  been  baking  about  1000  loaves  of  bread 
daily.  Some  days  he  has  not  enough  and  runs  out  of  bread 
before  night.  Some  days  he  has  too  much.  On  an  average, 
48  loaves  of  bread  per  day  are  left  over.  He  uses  about  half 
the  stale  bread  for  other  purposes. 

a.  How  much  flour  does  he  waste  each  day  (f  pound  per 
loaf)? 

b.  How  much  money,  if  he  loses  4.5  cents  on  each  loaf  not 
sold? 

c.  The  baker  decides  to  ask  his  customers  to  order  bread 
24  hours  before  they  need  it,  so  he  can  know  how  much  to 
bake.  Now  he  wastes  an  average  of  only  2  loaves  a  day.  How 
much  flour  does  he  save  ?    How  much  money  ? 


WHEAT  PROBLEMS 


27 


PROPER  MACHINERY  SAVES 

TIME 

LABOR 

MONEY 

MATERIALS 


47.  Mrs.  Gray  bought  a  meat  grinder  for  $2.40  to  use  in 
grinding  stale  bread  to  use  in  place  of  flour,  leftover  meats  to 
use  in  hash,  croquettes,  etc.  Through  using  the  grinder,  she 
is  able  to  save  weekly  one  fourth  of  a  lo-cent  loaf  of  bread 
and  half  a  pound  of  meat,  average  value  27  cents  a  pound. 
How  long  will  it  be  before  she  will  save  enough  to  pay  for 
the  grinder?     What  will  be  her  net  saving  in  a  year? 


USE  STALE  BREAD  FOR  COOKING 


48.  John  and  Alice  decide  to  save  stale  bread  crumbs  to  use 
in  cooking.  They  save  bread  scraps,  dry  them,  and  put  them 
through  the  grinder  to  make  crumbs.  In  a  week  they  have 
two  cups  of  crumbs,  which  their  mother  uses  in  place  of  2  cups 
(I  pound)  of  flour  in  cooking.  She  agrees  to  let  them  have  all 
the  money  they  save  in  this  way. 

a.  If  flour  is  6  cents  per  pound,  how  much  do  they  save  in  a 
week?     In  a  year? 

h.  If  each  of  the  children  in  your  schoolroom  did  as  well, 
how  much  flour  could  they  save  in  a  week  ?     In  a  year  ? 

c.   How  much  money,  if  flour  is  6  cents  a  pound? 

49.  Mrs.  Black  saves  stale  bread,  but  throws  away  cold 
breakfast  mufflns  amounting  to  about  i  a  day.  Mrs.  Lee  saves 
mufiins  which  are  left  and  splits  and  toasts  them  for  breakfast. 
If  each  muffln  contains  one  half  ounce  of  flour,  how  much  flour 
does  Mrs.  Black  waste  in  a  year  which  is  saved  by  Mrs.  Lee? 


28 


FOOD  PROBLEMS 


50.  One  family  wasted  one  fourth  of  a  loaf  of  bread  a  week 
because  of  mold.  If  through  proper  care  all  the  bread  could 
have  been  saved,  how  much  bread  could  be  saved  in  a  year? 
What  value  at  lo  cents  a  loaf? 


veek  1 


USE  OTHER  FOODS   IN  PLACE  OF  WHEAT 


51.  The  average  consumption  of  potatoes  in  the  United  States 
is  2.6  bushels  for  each  person  each  year.  Before  the  war  Ger- 
many consumed  9.4  bushels  per  person,  England  8.3  bushels, 
and  France  7.7  bushels.  Compare  the  amount  used  per  person 
in  the  United  States  with  the  amount  used  by  each  person  in 
Germany,  France,  England.  How  many  times  as  much  is 
used  by  each  person  in  Germany,  England,  France,  as  is  used 
in  the  United  States?     Illustrate  these  facts  by  graphs. 


COULD  WE  USE  MORE  POTATOES? 
SHOULD  WE   DO  SO?     WHY? 


52.  Our  potato  harvest  this  year  has  increased  from  285  mil- 
lion bushels  to  462  million  bushels. 

a.  What  is  the  per  cent  of  increase? 

b.  How  many  bushels  have  we  available  for  food  per  person 
per  year? 

c.  How  many  pounds  per  person  per  month?  Per  day? 
(60  lbs.  =  I  bu.  potatoes.) 

Discussion  (problems  51,  52).  Mr.  P.  G.  Holden  of  the  Inter- 
national Harvester  Company  suggests  that  we  use  war  bread  made 
from  small  potatoes,  using  one  third  potatoes  and  two  thirds  wheat 
flour. 

On  the  next  page  is  a  tested  recipe  for  potato  war  bread.    Try  it. 


WHEAT  PROBLEMS  29 

Eow  to  make  Potato  War  Bread 

I  cup  sweet  milk  i  teaspoon  salt 

1  cup  potato  I  teaspoon  sugar 

2  cups  flour  i  yeast  cake 

These  measurements  make  one  loaf.  Increase  ingredients  accord- 
ing to  number  of  loaves  you  wish  to  make.  One  yeast  cake  will  make 
3  or  4  loaves. 

Heat  milk  to  boiling  point,  then  cool  to  lukewarm.  Bake  or  boil 
potatoes,  then  mash  or  put  through  ricer.  Dissolve  yeast  cake  in  the 
milk.  Make  a  sponge  as  follows :  mix  milk,  yeast  cake,  salt,  sugar, 
all  the  mashed  or  riced  potatoes,  and  \  of  the  flour.  Beat  well,  let 
stand  over  night  to  rise.  In  the  morning  add  balance  of  flour  — 
let  rise  again  until  double  in  bulk,  then  mold  into  a  loaf;  let  rise 
again  to  double  in  bulk,  then  bake  40  minutes  in  a  moderate  oven. 
A  little  more  flour  will  be  required  if  potatoes  are  not  mealy. 


EAT   POTATOES;   SAVE  WHEAT 


53.  Dorothy's  mother  pays  40  cents  a  peck  for  potatoes,  con- 
taining 50  potatoes  to  the  peck.  She  decides  to  serve  one  extra 
potato  each  day  to  each  of  the  four  members  of  her  family,  in 
place  of  2  slices  of  bread  apiece.  A  loaf  of  bread  containing 
12  slices  costs  10  cents. 

a.  Does  Dorothy's  mother  save  or  lose  money  by  substituting 
potato  for  part  of  the  bread  used? 

h.  How  much  does  she  save  or  lose  each  day?  Each  month? 
Each  year? 


POTATOES    SAVED   IRELAND    FROM   FAMINE 
POTATOES   CAN  HELP   SAVE  US   FROM   DEFEAT 


54.    One  medium-sized  baked  potato  is  equal  in  food  value 
to  2  slices  of  bread.    A  slice  of  bread  contains  about  f  ounce 


30  FOOD  PROBLEMS 

of  flour.  If  every  one  of  the  340  thousand  people  living  in 
Seattle  used  a  potato  instead  of  two  slices  of  bread  each  day, 
how  much  flour  would  be  saved  daily  ?  Each  month  ?  Each 
year  ? 

55.  a.  What  would  be  the  saving  of  flour  if  each  of  the 
7  million  persons  in  the  State  of  Illinois  saved  i\  ounces  of 
flour  daily  by  substituting  a  baked  potato  for  two  slices  of 
bread?    What  would  be  saved  per  year? 

h.  How  many  196-pound  barrels  of  flour  per  year? 


VICTORY  ABROAD  IS  BEING  WEIGHED  UPON  GROCERS' 
SCALES  AT  HOME 


56.  Mrs.  Harris  has  been  serving  prepared  wheat  to  her  family 
for  breakfast  food.  She  uses  two  15-cent  packages  a  week. 
She  learns  that  a  12 -cent  package  of  rolled  oats  will  last  a 
weekj  and  that  it  contains  4  times  as  much  nourishment  as  a 
package  of  prepared  wheat,  so  she  decides  to  use  oatmeal. 

a.   How  much  money  does  she  save  per  week ?     Per  year? 

h.  Compare  the  nourishment  in  2  packages  of  prepared  wheat 
and  I  package  of  rolled  oats. 


EAT  TO  LIVE,  NOT  LIVE  TO  EAT 


57.  The  cook  in  the  Ames'  home  makes  mufiins  for  breakfast, 
using  2  cups  of  white  flour.  In  order  to  save  wheat,  she  uses 
only  1}  cups  of  w^hite  flour  and  for  the  rest  uses  coriimeal, 
oatmeal,  buckwheat,  rye,  barley,  rice,  or  potatoes  to  make 
muflins. 

a.  What  per  cent  of  the  flour  formerly  used  does  she 
"save?  .         . 


WHEAT  PROBLEMS 


31 


h.  How  many  cups  will  she  save  in  a  year?  How  many 
pounds  ?  (4  cups  =  I  pound.)  About  what  part  of  a  196-pound 
barrel  ? 

58.  According  to  a  bulletin  issued  by  the  Nebraska  College 
of  Agriculture  (Bulletin  2,  Appendix)  the  cost  of  a  loaf  of  bread 
made  with  flour  and  with  various  wheat  substitutes  is  shown 
below. 


White  bread 

Whole  wheat  bread      .... 

Graham  bread 

Home  ground  wheat  flour  bread 
Oatmeal  bread  (rolled  oats) 
Oatmeal  bread  (steel  cut  oats)  . 

Rye  bread 

Corn  meal  bread 

Corn  flour  bread 

Rice  bread 


Cost  for 
Each  Loaf 


9.56  cents 
8.08  cents 
9.86  cents 
5.54  cents 
6.38  cents 
8.07  cents 
7.03  cents 
6.64  cents 
8.72  cents 
8.80  cents 


Total  Amount  Wheat  Flour 
Used 


3  cups 
2f  cups 
2 1  cups 

2|  cups 
2  cups 
2     cups 

f  cup 

2  cups 
2\  cups 

1 1  cups 


Using  white  bread  as  a  standard,  find  the  gain  or  loss  by  using 
other  flours,  in  cost,  and  amount  of  wheat  flour  used. 

Draw  bars  on  construction  paper  to  represent  the  cost  of  these 
breads,  allowing  i  cent  to  a  space.  Also  draw  bars  to  represent 
the  amount  of  wheat  flour  used,  allowing  \  cup  to  a  space. 


MORE  CORN  — LESS  WHEAT 
KEEPS  THE  ALLIES   FROM  DEFEAT 


59.  We  produce  about  2750  million  bushels  of  corn  in  a 
year.  We  export  (in  peace  times)  about  5  per  cent.  We  use  for 
human  food  about  8  per  cent.    The  rest  is  used  for  animal  food. 


32  FOOD   PROBLEMS 

a.  Find  the  amounts  used  for  export,  for  human  food,  and 
for  animal  food. 

h.  This  year  we  have  a  corn  crop  25  per  cent  higher  than  usual, 
and  fewer  meat  animals  to  be  fed.  Allowing  10  per  cent  of  this 
year's  crop  for  export,  and  70  per.  cent  for  animal  food,  how 
many  bushels  will  be  left  for  human  food  ? 

c.  How  many  times  as  much  corn  should  we  eat  this  year  as 
formerly  ? 

60.  Mrs.  Foster  decides  to  use  more  cornmeal,  as  it  saves  the 
wheat  and  is  cheaper  and  more  nourishing  than  wheat  flour. 
She  has  been  making  12  loaves  of  white  bread  weekly,  using 
f  pound  of  flour  per  loaf,  and  has  used  6  pounds  of  flour  other- 
wise. She  substitutes  cornmeal  for  one  fourth  of  the  flour  in 
the  bread  she  makes.  If  she  now  uses  5  pounds  of  flour  weekly 
for  other  purposes,  how  much  of  the  wheat  flour  formerly 
used  does  she  save? 

61.  Cornmeal  gives  a  certain  amount  of  nourishment  for 
2.8  C3nts,  while  the  cost  of  white  flour  to  give  the  same  amount 
is  4.8  cents.  If  Mrs.  Cook  buys  28  pounds  of  cornmeal  at 
6^  cents  a  poxmd,  find  how  much  she  would  have  to  pay  for 
white  flour  to  obtain  the  same  amount  of  nutriment.  How 
much  does  she  save  by  buying  cornmeal? 

62.  Alice  and  Hugh  refuse  to  eat  corn  bread  instead  of  wheat 
bread,  although  neither  of  them  has  ever  tasted  it.  They 
(iach  use  5  pounds  of  wheat  flour  a  week,  costing  about  7  cents  a 
pound.  What  would  be  the  saving  in  wheat  flour  and  in  money 
if  they  would  substitute  for  ij  pounds  of  wheat  flour,  i^  pounds 
of  cornmeal  at  6|  cents  a  pound?  Answer  for  i  week.  For  a 
year. 


« 


CHAPTER  IV 
MEAT  PROBLEMS 

63.  W^  need  to  export  one  billion  pounds  of  meat  more  than 
usual  to  our  Allies  this  year. 

a.  To  make  this  possible,  how  many  pounds  should  be  saved 
in  each  of  our  20  million  homes  during  the  year? 

h.   How  many  pounds  a  week  ?     (Count  50  weeks  to  the  year.) 
c.   If  the  average  family  contains  5  persons,  what  part  of  a 
pound  per  person  per  week? 

Discussion.  How  much  is  an  ounce  of  meat?  About  how  many 
ounces  do  you  eat  at  dinner?  Which  way  would  you  save  more, 
by  eating  an  ounce  less  a  day  for  a  week,  or  by  observing  meatless 
day  and  eating  the  usual  amount  on  other  days? 

Who  can  find  out  the  amount  of  meat  doctors  consider  necessary 
for  the  average  girl  or  boy?  How  do  you  find  it  compares  with  the 
amount  you  eat?  Remember  that  you  are  not  expected  to  deprive 
yourself  of  necessary  food,  but  to  avoid  waste  and  whenever  possible 
to  use  substitutes.     What  meat  substitutes  do  you  use? 

What  is  a  soldier's  daily  ration  of  meat?  (See  Table  XII, 
Appendix.)  About  how  much  meat  does  your  family  save  on  each 
meatless  day?  How  many  meatless  days  must  you  observe  to  save 
enough  meat  to  supply  a  soldier  for  a  week?  How  many  members 
in  your  family?  If  your  family  observes,  meatless  day  for  one  year 
(50  weeks)  how  many  days  could  a  soldier  be  served  with  meat  from 
the  equivalent  of  the  amount  you  have  saved? 

64.  In  1900,  248.2  pounds  of  meat  per  person  were  produced 
in  the  United  States.     In  191 5,  only  219.6  pounds  were  pro- 


34  FOOD   PROBLEMS 

duced.     In  191 5,  the  average  number  of  pounds  used  by 
person  was  193.5  pounds. 

a.  What  was  the  total  amount  of  meat  produced  in  the 
United  States  in  1900?     In  191 5? 

h.   How  much  was  used  up  in  191 5? 

c.  How  much  was  left  for  export  in  191 5?  (Population  of 
United  States  in  1900  —  76  million;   in  191 5  —  100  million.) 

Discussion.  From  your  geography,  find  which  three  states  lead 
in  the  production  of  beef.  Pork.  Mutton.  Of  which  of  these  three 
does  your  state  produce  the  most?  Where  does  your  state  rank  in 
the  production  of  these  ?    What  reasons  can  you  give  for  this  ? 


PORK  IS  THE  FIRST  MEAT  TO  SAVE 


65.  In  191 5,  the  average  meat  consumption  for  each  person 

was^ 

Beef 82.7  pounds 

Mutton 7.0       " 

Pork 103.5       " 

Other 0.3       " 

Total 193.5       " 

What  per  cent  of  the  total  amount  used  was  beef,  mutton, 
pork,  other  meats  ? 

Discussion.  Why  must  we  export  more  meat  to  our  AUies  ?  What 
is  affecting  their  meat  production?  Why  cannot  they  go  without 
meat?  What  kinds  of  meat  must  we  send  to  our  Allies?  What 
kinds  of  meat  cannot  be  sent ?    Why? 

66.  The  per  capita  consumption  of  meat  in  the  United  States 
in  191 5  was  193.5  pounds.  How  much  per  day?  (One  year  = 
360  days.)     Make  your  answer  correct  to  4  decimals. 

*  Data  secured  by  correspondence  with  Bureau  of  Crop  Estimates,  U.  S.  Dept. 
of  Agriculture,  Washington,  D.  C. 


MEAT  PROBLEMS  35 

Discussion.  The  per  capita  consumption  of  meat  in  England  is 
much  smaller  than  in  this  country,  and  in  France  is  smaller  still. 
Can  you  give  some  reasons  for  this?  How  many  pounds  of  meat 
does  your  family  use  in  a  month  ?  How  much  is  this  for  each  person 
per  day?     Is  this  more  or  less  than  the  average  amount  each  day? 


A  TEMPERATE  DIET  FREES  FROM   DISEASE 

Poor  Richard's  Almanac 


67.  In  191 5  the  average  amount  of  meat  consumed  by  each 
person  in  the  United  States  was  193.5  pounds  a  year.  Experi- 
ments show  that  the  adult  man  does  best  on  J  pound  of  meat 
a  day.  How  many  pounds  more  than  he  needs  does  he  consume 
per  year? 


THE  WHEAT  AND  MEAT  WE  DO  NOT  EAT 
WILL  HELP  TO  SAVE  US  FROM  DEFEAT 


68.  In  1907  the  population  of  the  United  States  was  78  mil- 
lion. To-day  the  population  is  about  100  million.  What  in- 
crease in  population  has  occurred  during  the  past  ten  years? 
What  percentage  increase? 

69.  Our  exports  of  pork  and  pork  products  have  increased  from 
a  pre-war  average  of  500  million  pounds  to  i|  billion  pounds  last 
year.     What  is  the  percentage  of  increase  in  the  export  of  pork  ? 

Discussion  {problems  68  and  69).  To-day  we  have  12  million  fewer 
sheep  and  11  million  fewer  cattle  than  we  had  15  years  ago.  Give 
five  or  more  reasons  for  the  increased  cost  of  meat.  Give  reasons 
for  the  decrease  in  meat  production. 

What  products  other  than  food  are  made  scarcer  by  the  decrease 
in  the  number  of  sheep  and  cattle? 

Why  do  our  AUies  ask  for  more  pork  than  beef?  Give  several 
reasons. 


36  FOOD  PROBLEMS 

70.  One  third  of  the  total  amount  spent  on  food  in  the  United 
States  is  spent  on  meat.  Our  eating  would  be  more  healthful 
if  ^  instead  of  J  were  spent  this  way. 

a.  If  by  observing  meatless  day  -g-  of  the  meat  formerly  used 
is  saved,  how  much  more  must  we  save  to  reduce  our  use  of 
meat  to  J  of  the  total  food  used? 

b.  The  average  number  of  pounds  of  meat  used  by  each  per- 
son in  the  United  States  is  193.5  pounds.  How  many  pounds 
less  should  each  person  use  per  year  ? 


MOST  PEOPLE  EAT  TOO  MUCH   MEAT 


71.  Athletes  in  training  are  allowed  only  i  as  much  meat  as 
formerly.  mS 

a.  If  the  100  million  persons  in  the  United  States  shoulc^^™ 
reduce  the  amount  of  meat  used  to  f  of  what  it  was  in  191 5 
(193.5  pounds  per  person  per  year)  through  the  observance  of 
meatless  day,  how  many  pounds  of  meat  would  be  saved  ? 

b.  At  25  cents  a  pound,  what  would  be  the  total  value  of 
the  meat  saved  in  a  year? 

72.  Assume  that  i  ounce  of  meat  is  wasted  each  day  in  each 
of  the  20  million  homes  in  the  United  States. 

a.  How  many  pounds?  How  many  pounds  per  year 
(360  days)  ? ' 

b.  If  the  average  dressed  weight  of  cattle  is  about  525 
pounds,  ho\^  many  cattle  would  it  take  to  supply  this  annual 
waste  ? 

73.  Sirloin  steak  contains  59  per  cent  lean,  32  per  cent  fat, 
9  per  cent  bone.  The  shank  stew  of  beef  contains  no  bone, 
83  per  cent  lean,  and  17  per  cent  fat.  Find  from  your  butcher 
the  price  of  each  of  these  cuts  per  pound.    About  how  many 


MEAT  PROBLEMS  37 

ounces   of  lean   are  purchased  in  i  pound   of   each?    What 
saving  is  there  in  buying  the  shank  stew  cut  of  beef  ? 


LEARN  TO  USE  CHEAP  AND   NUTRITIOUS   CUTS  OF  MEAT 


74.  Mrs.  Black  bought  2§  pounds  of  round  steak  at  26  cents 
per  pound.  Instead  of  cooking  it  so  as  to  soften  the  tough 
tissues,  she  fries  it.  The  result  is  that  |  of  the  steak  is  so  tough 
it  cannot  be  eaten.  Instead  of  grinding  the  leftover  part  for 
hash,  she  throws  it  away. 

a.   What  is  the  money  waste  ? 

h.  Suppose  this  happens  once  a  week  in  each  of  the  8000 
families  in  Cedar  Rapids.    What  is  the  loss  per  week  ?    Per  year  ? 

c.  Figure  the  waste  for  all  the  families  represented  in  your 
schoolroom. 


NEVER  SERVE  MEAT  MORE  THAN  ONCE  A  DAY 


75.  Mrs.  Brown  makes  up  leftover  meat  into  croquettes. 
She  makes  the  croquettes  too  large,  so  that  each  of  the  five 
members  of  her  family  leaves  J  of  a  croquette,  which  is  wasted. 
If  the  materials  and  cooking  of  the  5  croquettes  cost  her  18  cents, 
what  is  the  money  waste?  If  each  croquette  weighs  6  ounces 
and  is  half  meat,  how  much  meat  is  wasted  ? 

76.  Mary  and  her  brother  David  go  out  to  a  party.  Though 
they  do  not  like  the  meat  which  is  served,  they  each  take  a  por- 
tion and  eat  about  x^  of  it.  If  the  portions  cost  8  cents  apiece, 
and  weigh  4  ounces,  how  much  money  and  meat  are  wasted  by 
taking  food  which  is  not  wanted? 

77.  A  lamb  stew  costing  about  30  cents  was  placed  on  a  din- 
3ier  table  and  after  the  meal  one  third  of  the  stew  remained. 


38  FOOD  PROBLEMS 

The  dish  was  carelessly  left  in  a  place  where  insects  and  i 
got  at  it  and  because  of  its  condition  was  later  thrown  away. 

a.  What  was  the  value  in  money  which  was  wasted? 

h.  If  every  one  of  the  20  million  famiHes  of  the  United  States 
wasted  an  equal  amount  per  week,  what  would  be  the  value  in 
money  wasted  per  month? 


SOLDIERS  MUST  HAVE  MEAT 


78.  Each  soldier  in  the  training  camps  is  allowed  ij  pounds 
of  meat  daily.  Suppose  that  by  observing  meatless  day  each  of 
the  500,000  families  in  Chicago  saves  i^  pounds  of  meat. 

a.  How  many  pounds  of  meat  would  be  saved? 

h.  For  how  many  days  would  the  saving  made  by  one  meat- 
less day  in  Chicago  feed  a  regiment  of  2000  soldiers? 

c.  At  the  same  rate,  what  would  the  ij  million  families  in 
Illinois  save?     In  your  state? 

d.  For  how  many  days  would  this  saving  feed  a  regiment  of 
soldiers,  containing  2000  men? 


USE  ALL  MEAT  BONES  TO  MAKE  SOUP 


4 


79.  Mrs.  Smith  has  never  used  leftovers  of  meat.  Now  she 
decides  to  save  all  scraps  for  hash,  croquettes,  or  other  dishes. 
She  finds  that  on  the  average  she  saves  18  ounces  of  meat  a 
week,  or  9  per  cent  of  the  total  amount  her  family  formerly  ate 
during  one  week. 

a.   Find  the  amount  they  now  eat  during  one  week. 

h.  Through  observing  meatless  day,  they  plan  to  save  2| 
pounds  more  weekly.  How  much  meat  does  Mrs.  Smith  save 
altogether? 


MEAT  PROBLEMS 


39 


NONE  PREACHES  BETTER  THAN  THE  ANT; 
AND  SHE  SAYS  NOTHING 

Poor  Richard's  Almanac 


80.  John  ate  J  pound  of  meat  every  day.  Since  we  must 
save  meat  to  give  our  Allies  what  they  need,  he  plans  to  eat 
J  pound  less  each  day.  What  part  of  a  pound  will  John  then 
eat  each  day?    How  many  pounds  will  he  save  in  360  days? 


USE  MEAT  SUBSTITUTES 


81.  Mrs.  Grant  serves  codfish  balls  once  a  week  in  place  of 
2  pounds  of  meat.  She  uses  |  pound  of  salt  codfish  at  28  cents 
a  pound,  i  egg  at  60  cents  a  dozen,  and  .5  ounce  of  oleomargarine 
at  32  cents  a  pound.  Formerly  she  had  used  2  pounds  of  meat 
at  32  cents  per  pound.  Does  she  save  or  lose  in  money,  and 
how  much?  How  many  poimds  of  meat  does  she  save  in  a 
year  ?  ., 

82.  Beans  are  $9  a  bushel.  It  takes  |  bushel  to  seed  an 
acre.     The  average  yield  is  11  bushels  per  acre. 

a.  If  the  labor  expense  is  $25  per  acre,  what  will  be  the 
profit  on  10  acres  with  an  average  yield? 

b.  With  care,  a  yield  of  20  bushels  per  acre  is  possible.  How 
much  more  profit  from  10  acres  of  beans  than  with  an  average 
yield,  if  the  labor  cost  is  now  $40  per  acre? 


CULTIVATE  A  TASTE  FOR  SIMPLE  FOODS 


83.  Many  people  are  using  fish,  eggs,  or  vegetables  in  place 
of  meat  2  days  every  week.  How  many  pounds  of  meat  could 
be  saved  by  the  pupils  of  your  school  in  6  weeks  if  each  pupil 


40  FOOD  PROBLEMS 

observed  2  meatless  days  a  week  and  so  saved  .4  pound  of  meat 
twice  each  week?  For  how  many  days  would  the  meat  saved 
feed  a  soldier  who  eats  1.25  pounds  of  meat  daily? 


SAVE  MEAT  BY  EATING   FISH 


4 


84.  The  price  of  salted  codfish  is  35  per  cent  less  than  that 
of  the  fresh  fish.  How  many  pounds  of  salt  fish  will  $10  buy, 
and  how  many  pounds  of  fresh  fish,  if  the  fresh  fish  is  35  cents 
a  pound  ? 

Discussion.  In  addition  to  being  cheaper,  salt  fish  has  much  more 
food  value  per  pound  than  fresh  fish.  Mackerel,  for  instance,  con- 
tains about  22  per  cent  of  protein  when  salted  and  18  per  cent  when 
fresh.     Why  is  this  so? 

Does  your  family  ever  use  salt  or  smoked  fish?  If  not,  do  you 
know  why?  On  request,  the  United  States  Bureau  of  Fisheries  (see 
bulletin  No.  102,  Appendix,  page  88)  will  send  you  splendid  collections 
of  recipes  and  directions  for  using  fish.  Do  you  ever  have  "  creamed 
salt  fish  in  pepper  cases,"  or  *  salt  fish  omelet,"  or  "  mock  caviar  " 
at  your  home?  Many  people  find  these  dishes  delicious,  and  they 
are  good  foods.  fllH 

EAT  MORE  FISH  ' 


85.  In  191 3  there  were  canned  on  the  Pacific  coast  about  387 
million  pounds  of  salmon.  The  value  of  this  "pack  "was 
38I  million  dollars. 

a.  How  much  money  value  for  each  pound  of  fish  ? 

b.  How  many  pounds  of  canned  salmon  alone  does  this  allow 
to  be  consumed  by  each  person  in  the  United  States  ? 

c.  Compare  the  price  of  a  i6-ounce  can  of  salmon  with  that 
of  a  pound  of  beefsteak.  The  food  value  is  about  the  same. 
How  do  prices  compare? 


MEAT   PROBLEMS  41 

86.  Mrs.  Long  decides  to  double  her  use  of  fish,  in  order  to 
save  the  meat  and  to  give  variety  to  the  meals  she  serves.  She 
uses  salt  or  smoked  fish  twice  a  week,  and  fresh  fish  twice  a 
week.  In  all,  she  saves  ij  pounds  of  meat  weekly  for  each  of 
the  five  members  of  her  family. 

a.   How  much  does  she  save  in  all  ? 

1).  If  the  fish  costs  7  cents  a  pound  less  than  meat  on  the 
average,  how  much  money  does  she  save  weekly? 

Discussion.  Why  cannot  our  soldiers  use  fish  in  place  of  meat 
to  a  very  great  extent?  What  varieties  of  food  fish  do  you  know? 
Make  a  fist.  Take  some  one,  such  as  salmon,  and  find  in  how  many 
ways  it  may  be  prepared  for  the  table. 


AN  EXPENSIVE  FOOD  IS  OFTEN  A  POOR  FOOD 
AN  INEXPENSIVE  FOOD  IS  OFTEN  A  GOOD  FOOD 


87.  Mrs.  Stuyvesant  is  determined  to  have  the  best  of  every- 
thing. She  pays  an  average  of  35  cents  a  pound  for  the  14  pounds 
of  meat  that  her  family  eats  each  week.  Mrs.  Gray  gets  as 
much  food  value  in  a  more  healthful  form  by  buying 

4  pounds  meat,  average  30  cents  a  pound 

1  dozen  eggs  ©75  cents  a  dozen 
8  quarts  milk  @  12  cents 

2  pounds  cottage  cheese  ©15  cents 
I  pound  salt  codfish  @>  :i,S  cents 

I  pound  cheese  ©35  cents 
I  can  salmon  @  30  cents 

a.  How  much  do  Mrs.  Gray  and  Mrs.  Stuyvesant  each  spend? 
h.   How  much  less  does  Mrs.  Gray's  food  cost  her  ? 
c.   At  this  rate,  how  much  less  will  food  of  this  sort  cost 
Mrs.  Gray  than  it  costs  Mrs.  Stuyvesant  in  a  year  ? 


42  FOOD   PROBLEMS 


88.  Cottage  cheese  made  from  skim  milk  is  recommended  by 
the  United  States  Department  of  Agriculture  ^  as  a  substitute. 
for  meat.  For  supplying  nourishment  to  the  body,  one  pound  of 
cottage  cheese  equals :  ^ 

1.27  pounds  sirioin  steak 

1.09  pounds  round  steak 

1.52  pounds  chicken,  duck,  goose  or  turkey 

1.46  pounds  fresh  ham 

1.44  pounds  smoked  ham 

1.58  pounds  loin  pork  chop 

1.3 1  pounds  hind  leg  of  lamb 

1.37  pounds  breast  of  veal 

Find  from  your  butcher  the  market  cost  per  pound  of  each  of 
the  meats  listed.  Then  fill  out  the  following  table,  showing 
how  much  saving  there  is  in  using  one  pound  of  cottage  cheese 
over  using  equivalent  amounts  of  the  meats  listed. 


Meat 

Amount 

Equivalent  to 

I  Lb. 

Cottage 

Cheese 

Cost  i  Lb, 
Cottage 
Cheese 

Cost 
I  Lb. 

Meat 

Cost 
Equiva- 

■LENT 

Amount , 
OF  Meat 

Difference 

IN  Cost 

BETWEEN  Meat 

and   Cottage 

Cheese 

Sirloin  Steak      .     .     . 

1.27  lbs. 

18  cents 

42  cents 

53  cents 

35  cents 

Sirloin  Steak 

1.27  lbs. 

Round  Steak      . 

1.09  lbs. 

Fowl     .... 

1.52  lbs. 

Fresh  Ham    .     . 

1.46  lbs. 

Smoked  Ham     . 

1.44  lbs. 

Loin  Pork  Chop 

1.58  lbs. 

Leg  of  Lamb      . 

1. 3 1  lbs. 

Breast  of  Veal   . 

1.37  lbs. 

*  Bulletin  No.  77. 
2  Bulletin  No.  29. 


(See  Appendix.) 
(See  Appendix.) 


MEAT  PROBLEMS  43 


LEARN  TO  ENJOY  EVERY  WHOLESOME  FOOD 
DON'T  BE  FINICKY 


89.  The  average  use  of  milk  for  each  person  in  this  country- 
is  about  I  pint  daily. 

a.  How  many  quarts,  on  an  average,  are  used  daily  by  all 
the  people  in  your  city  or  county? 

h.  If  the  amount  used  is  doubled  and  half  a  pound  of  meat 
can  be  saved  for  each  additional  quart  of  milk  used,  how  many 
pounds  of  meat  can  be  saved  in  your  city  or  county  alone  ?  Would 
this  be  a  good  plan?     Why? 

Discussion  {problems  88  and  89).  Why  are  these  problems  in- 
cluded under  "meat"  rather  than  milk?  Does  your  mother  ever 
make  cottage  cheese?    How  is  it  made? 


CHAPTER  V 
PROBLEMS  ON  BUTTER   AND   OTHER  FATS 


90.   The  daily  consumption  of  fats  per  person  before  the 
war  was  ^ 


United  States 3.42  ounces 

England 3.1 1  ounces 

Germany 2.3    ounces 

Austria-Hungary       i.i    ounces 

France 1.5    ounces 

Italy        1.81  ounces 

Russia 91  ounce 

Japan 85  ounce 


a.  Taking  2  ounces  daily  as  a  standard,  what  per  cent 
or  less  is  used  in  each  of  the  countries  listed? 

b.  How  does  our  use  of  fat  compare  in  percentage  with  that 
of  France  ?    With  Japan  ? 

Discussion.  How  do  we  use  fat?  Name  the  ways  in  which  we 
use  fats  in  a  pure  form  and  ways  in  which  we  use  fat  mixed  with  other 
elements.     (See  Tables  VIII,  X,  pages  75,  76.) 

Are  there  any  foods  which  contain  no  fat  ? 

91.  If  every  person  in  the  United  States  ate  no  more  than 
2  oimces  of  fats  daily,  instead  of  3.42  ounces,  how  much  would 
be  saved  by  the  100  million  people?  Give  your  answer  in  tons 
per  day.     Per  year. 

1  Bulletin  No.  70.     (See  Appendix,  p.  87.) 
44 


more^HH 


PROBLEMS   ON  BUTTER   AND   OTHER   FATS         45 


FATS  ARE  FUEL  FOR  FIGHTERS 


92.  If  each  of  our  20  million  families  wastes  i  ounce  of  but- 
ter daily,  find  how  many  pounds  are  wasted  each  day.  How 
many  tons  each  year  ? 

Discussion.  At  local  prices,  how  much  money  would  be  wasted? 
How  is  butter  wasted  in  the  home?  Make  a  list  of  the  ways.  How 
may  this  waste  be  avoided? 

93.  If  it  takes  the  cream  from  2-5-  gallons  of  milk  to  make  i 
pound  of  butter,  how  many  gallons  of  milk  will  it  take  to  pro- 
vide for  a  yearly  waste  as  determined  in  problem  89  ? 

94.  If  a  cow  gives  570  gallons  of  milk  a  year,  how  many  cows 
will  it  take  to  produce  262,200,000  gallons  of  milk? 

95.  A  pound  of  butter  is  divided  into  64  pats.  If  a  family 
scrapes  enough  butter  to  equal  a  pat  into  the  garbage  can  each 
day,  what  part  of  a  pound  will  be  lost  in  a  month  ?  How  many 
pounds  in  a  year  ? 

96.  If  each  of  the  75,000  families  in  New  Orleans  wastes  i  of 
a  pat  a  day,  how  many  pounds  will  be  wasted  in  a  day?  In 
a  month  ?     In  a  year  ? 

Discussion  (problems  95  and  96).  How  many  pounds  of  butter 
does  your  family  use  each  week  ?     Is  this  more  or  less  than  formerly  ? 

Why? 


DO  YOU  EAT  MORE  BUTTER  THAN  IS  ALLOWED  A  SOLDIER? 


97.  A  soldier  is  given  one  half  ounce  of  butter  a  day.  How 
many  men  can  be  supplied  for  one  day  with  the  butter  wasted 
by  6000  families  in  that  time  if  the  waste  per  family  is  one  pat, 
or  4  oimce,  each  day  ? 


46  FOOD  PROBLEMS 

98.  a.  A  pound  of  butter  costs  about  48  cents.  If  a  family 
of  five  uses  i  pound  daily,  what  is  the  cost  daily?  Monthly? 
Yearly?     How  much  butter  is  used  in  a  year? 

h.  If  this  family  goes  on  army  rations  (J  ounce  daily  for  each 
person)  how  much  butter  will  be  saved  during  a  year?  How 
much  money? 

99.  Each  one  of  a  family  of  8  wasted  J  ounce  of  fat  daily  by 
leaving  fat  meat  on  their  plates.  If  this  fat  were  saved,  how 
many  pounds  of  fat  for  soap  could  be  collected  in  i  month? 
In  I  year? 

Discussion.  What  kinds  of  meat  furnish  the  most  fat?  Do  you 
know  of  any  uses  for  fats  besides  the  use  for  food?  List  all  you  can 
think  of. 

100.  Suppose  each  one  of  the  38,000  families  in  Toledo  were 
able  to  save  2  ounces  of  fat  for  soap  daily.  How  much  fat  would 
they  all  save  in  a  year  ?     Answer  in  ounces  ;  in  pounds  ;  in  tons. 

Discussion.  How  many  8-ounce  bars  of  soap  could  be  made  from 
the  waste  of  fats  in  the  city  where  you  live?  How  many  different 
kinds  of  laundry  soap  can  you  name  ?  What  kind  do  you  use  ?  How 
many  bars  weekly?  Where  is  it  made?  Why  should  you  take  the 
wrappers  off  and  put  the  soap  in  a  dry  place?  Explain  how  the  use 
of  borax  and  ammonia  for  laundry  purposes  would  lessen  the  amount 
of  soap  used. 


BOIL,   BROIL,  AND  BAKE  MORE;    FRY  LESS 


101.  In  July,  1 91 7,  fats  for  cooking  were  worth  $4.50  a  pound 
in  Germany.  If  each  family  represented  in  your  classroom 
wastes  I  ounce  of  fat  daily,  how  much  money  is  wasted  accord- 
ing to  German  prices  ? 

102.  By  using  boiled,  broiled,  and  baked  food  but  no  fried 
food,  a  family  saved  6  ounces  of  lard  per  week.     If  lard  was 


PROBLEMS  ON  BUTTER  AND  OTHER  FATS    47 

worth  28  cents  a  pound,  how  many  dollars  did  this  family  save 
in  lard  in  a  year  by  not  frying  meats  ? 


DON'T  BE  FINICKY 


103.  Mr.  Lay  ton  will  eat  no  food  that  is  prepared  with  any- 
thing but  butter.  The  result  is  that  the  Lay  ton  family  uses 
6  ounces  of  butter  a  day,  where  they  need  only  3I  ounces.  A 
soldier's  ration  of  butter  is  .5  ounce  a  day.  For  how  many  days 
could  a  soldier  be  supplied  with  butter  from  the  amount  used 
needlessly  in  the  Lay  ton  home  in  one  week  ? 

Discussion.  How  must  fathers  and  children  cooperate  with 
mothers  in  promoting  food  saving?  If  every  father  were  like  Mr. 
Layton  and  refused  to  eat  fats  other  than  butter,  or  demanded  white 
bread,  meat  every  day,  and  so  forth,  how  far  would  food  conservation 
get?  Are  you  finicky  about  eating  war  foods,  vegetables,  and  other 
foods  that  we  must  eat  to  make  it  possible  for  us  to  send  our  Allies 
the  foods  they  must  have? 

Is  a  father  like  Mr.  Layton  loyal  and  patriotic?  Are  you,  if  you 
refuse  to  eat  war  food  or  vegetables? 

104.  Suppose  each  of  the  260,000  people  in  Denver  decided 
to  eat  one  butterless  slice  of  bread  every  day.  If  each  slice  of 
bread  takes  .25  ounce  of  butter,  how  many  pounds  of  butter 
could  be  saved  in  i  day  ? 

105.  Lard  is  100  per  cent  fat.  Butter  is  85  per  cent  fat. 
How  much  more  fat  is  contained  in  30  pounds  of  lard  than  in 
30  pounds  of  butter? 

Discussion.  Compare  Table  VIII,  page  75,  and  see  what  foods 
contain  the  most  fat.    Name  some  other  foods  which  contain  much  fat. 

106.  Through  using  meat  fats  in  cooking,  Mrs.  Adams  is  able 
to  cut  her  butter  ration  from  2^  to  i|  pounds  weekly.     She  also 


48  FOOD  PROBLEMS 

saves  J  pound  of  lard  each  week.     What  does  she  save  each  week, 
at  present  prices  for  lard  and  butter? 

107.  Hotels  have  learned  that  there  is  the  least  waste  in  serv- 
ing i  ounce  pieces  of  butter.  How  many  pieces  to  the  pound  if 
cut  in  i  ounce,  i  ounce,  i  ounce,  ■§■  ounce  pieces  ? 

108.  Garbage  contains  about  40  pounds  of  fats  to  the  ton.  In 
Germany,  fats  for  cooking  now  sell  at  $4.50  per  pound.  At  this 
rate,  what  is  the  value  of  the  fats  in  one  ton  of  garbage  if  not 
wasted  ? 

Discussion.  Why  are  fats  so  high  in  Germany?  How  do  we  know 
that  garbage  contains  so  much  fat?  Is  garbage  worth  anything? 
Is  anything  ever  made  from  it,  or  from  parts  of  it  ? 


USE  FATS  FROM   SCRAPS 


109.  Mrs.  Brown  throws  away  fat  amounting  to  i  ounce  per 
pound  of  an  8-pound  boiling  piece.  How  much  fat  does  she 
waste?  If  the  meat  costs  22  cents  a  pound,  what  is  the  money 
waste  ? 

110.  Lard  is  29  cents  a  pound.  If  the  92,000  families  living 
in  Los  Angeles  each  wastes  one  ounce  of  meat  fat  daily  and  uses 
lard  in  its  place  for  cooking,  find  the  money  value  of  the  lard 
which  might  have  been  saved  by  using  meat  fat  instead. 


SAVE  ALL  MEAT  FATS 


111.  Mrs.  White  insists  on  getting  all  "  trimmings  "  with 
the  meat  she  buys,  instead  of  letting  the  butcher  cut  them 
off.  With  the  bones  she  makes  soup.  She  fries  out  the  fats 
and  once  a  year  she  makes  soap.  In  a  year  she  can  collect 
fat  enough  to  make  150  8-ounce  bars  of  soap,  at  a  cost  of  $1.10 


PROBLEMS  ON  BUTTER  AND  OTHER  FATS    49 

for  lye,  borax,  etc.,  used  in  soap  making.  The  soap  she  makes 
lasts  her  all  year  for  use  in  kitchen  and  laimdry.  What  is  her 
net  saving  over  purchasing  an  equal  number  of  8-ounce  bars  of 
laundry  soap  at  6  cents  per  bar  ? 

112.  Oleomargarine  is  not  a  complete  substitute  for  butter, 
since  it  does  not  contain  the  "  vitamines  "  or  substances  neces- 
sary for  life,  which  are  to  be  found  in  butter.  For  cooking,  how- 
ever, margarine  is  as  good  as  butter  and  far  less  expensive. 
Mrs.  Smith  pays  an^  average  price  of  45  cents  a  pound  for 
butter,  and  buys  during  the  year  78  pounds.  She  decides  to 
use  margarine  in  place  of  J  the  butter  formerly  purchased.  In 
one  year,  how  much  butter  will  she  save?  How  much  money 
at  33  cents  a  pound  for  margarine? 

Discussion.  Bulletins  Nos.  17, 19,  70,  and  98  (see  Appendix,  page 
85)  give  much  material  on  butter  and  the  vitamines  it  contains. 

Why  do  we  color  butter  substitutes  ?  Compare  price  of  substitutes 
with  price  of  butter.  How  many  thrift  stamps  could  you  buy  with 
the  money  thus  saved  if  butter  substitutes  were  used  in  your  home 
in  place  of  half  the  butter  now  used? 

Would  you  be  willing  to  eat  one  buUerless  piece  of  bread  daily? 
Can  you  think  of  anything  to  put  on  your  bread  which  you  would 
prefer  to  butter  ? 

113.  Mrs.  Lee  makes  a  "  butter  allowance  "  for  her  family 
of  I  ounce  daily  for  each  member.  There  are  four  members  in 
her  family. 

a.  How  many  ounces  will  be  allowed  per  week?  How  long 
will  one  pound  of  butter  last  the  Lee  family? 

b.  Before  going  on  a  butter  allowance  basis,  the  Lee  family 
used  2  ounces  butter  daily  for  each  member.  How  much  butter 
per  day?    How  many  pounds  a  week? 


50  FOOD  PROBLEMS 

c.  Figure  the  butter  saving  each  day,  each  week,  and  each 
year  in  the  Lee  household,  when  using  J  ounce  daily  per  person 
instead  of  4  ounces. 

d.  After  the  "  butter  ration  "  is  used  up,  the  Lee  family  must 
use  margarine.  They  use  in  this  way  50  pounds  yearly.  Is 
the  Lee  family  cutting  down  its  use  of  table  fats,  and  if  so,  how 
much  ?  AiH 

114.  Mrs.  Stone  has  been  using  butter  for  cakes  and  decides  "^ 
to  use  oleomargarine  instead  of  half  the  butter  formerly  used. 

If  butter  costs  twice  as  much  as  oleomargarine  what  per  cent 
or  what  part  of  the  fat  cost  in  cake-making  does  she  save  ? 

115.  Marjorie's  mother  decides  to  use  butter  substitutes  in 
all  cooking.  She  now  uses  lard  for  pies,  oleomargarine  for  cakes, 
and  makes  suet  pudding  once  a  week.  She  finds  that  in  place 
of  2  pounds  of  butter  each  week  she  now  uses  i  pound  of  oleo- 
margarine, I  pound  of  lard,  and  |  pound  of  suet.  Find  out  how 
much  she  saved,  at  local  prices. 


CHAPTER  VI 
MILK  PROBLEMS 

116.  Each  person  in  this  country  uses  on  the  average  about 
I  pint  of  milk  daily,  and  the  United  States  Department  of  Agri- 
culture suggests  that  we  increase  the  use  of  milk,  as  it  is  both 
economical  and  nourishing. 

a.  What  is  the  present  use  of  milk  for  all  of  the  loo  million 
people,  in  quarts?     In  gallons? 

h.  What  would  be  the  number  of  gallons  of  milk  used  if  the 
use  per  person  should  increase  \  pint  each? 

Discussion.  Do  you  like  milk  to  drink  by  itself,  or  as  a  part  of 
soups,  custards,  puddings,  etc.  ?  Make  a  list  of  all  the  ways  in  which 
milk  can  be  used  in  the  home.  Do  you  think  that  the  average  use  of 
milk  is  low?     Can  you  tell  any  reasons  why  it  is  so  small ? 

How  much  milk  is  used  in  your  home  every  day?  How  much  for 
each  member  of  your  family?  Is  your  use  more  or  less  than  the 
average  ? 

What  things  which  you  buy  are  made  out  of  milk  or  cream? 

Why  is  milk  an  economical  food  ?  What  is  meant  by  an  economical 
food?  Is  it  cheap  food?  Give  examples  of  cheap  foods  which  are 
not  economical. 

In  what  forms  is  milk  shipped  to  Europe?  Why  cannot  whole 
milk  be  shipped  ? 

117.  The  food  value  of  i  quart  of  milk  is  about  the  same  as 
that  of  9  ounces  of  round  steak  or  8  eggs.    Look  up  prices  and 

SI 


52 


FOOD   PROBLEMS 


see  which  is  the  most  economical  food,  and  what  per  cent  more 
expensive  than  milk  the  other  two  are. 


BUY  MILK,  NOT   CREAM 


118.   A  quart  of  milk  costs  the  same  as  half  a  pint  of  cream. 


Protein  (muscle-building  material) 

Sugar  .     .     . 

Minerals  .     . 

Fat       ... 

Water  .     .     . 

Total  Weight 


I  Quart  Milk 

Contains 


^8 

ifoz. 
4-  oz. 


■^3 
29f 


oz. 


§  Pint  Cream 

Contains 


ioz. 
i  oz. 

■2V0Z. 

? 


oz. 


I  Quart  Skim 
Milk  Contains 


li  oz. 

li  oz. 

i   OZ. 

? 


a.  How  does  a  quart  of  whole  milk  compare  with  |  pint  cream 
at  the  same  price  as  to  muscle-building  material,  sugar,  min- 
erals, and  fats? 

b.  How  does  a  quart  of  skim  milk  compare  with  the  same 
amount  of  whole  milk? 

Discussion.  What  per  cent  of  milk  is  protein,  sugar,  minerals, 
etc.  ?  Get  the  per  cent  of  these  for  cream  and  skim  milk.  Make 
graphs  to  show  the  composition  of  these  foods,  coloring  the  different 
elements.  Make  a  graph  in  the  shape  of  a  straight  cup  and  show 
what  parts  of  the  cup  will  be  water,  protein,  sugar,  etc. 

119.   In  energy  value  one  quart  of  milk  equals 

3  pounds  fresh  fish 
8  eggs 

3  pints  oysters 
-l  pound  full  cream  cheese 
^  pound  round  steak 
I  pound  chicken 


MILK  PROBLEMS  53 

At  local  prices,  how  much  cheaper  is  it  to  use  milk  than  each 
of  these? 

Discussion.  Which  of  the  above  milk  equivalents  can  be  shipped 
to  our  Allies? 

If  Americans  follow  the  advice  of  the  Department  of  Agriculture 
and  use  more  milk,  how  could  the  increased  demand  be  met  ? 

Give  the  reasons  for  the  decrease  of  the  supply  of  milk  in  Europe. 
What  substitutes  must  we  send  to  take  the  place  of  that  milk? 


USE  ALL  THE   MILK 


120.  If  each  of  our  20  million  homes  should  waste  i  cup  of 
milk  daily,  how  many  quarts  would  be  wasted  every  day  ?  Every 
year?     (4  cups  =  i  quart.) 


THE  GOVERNMENT  URGES  THAT  WE  USE  MORE  MILK 

BECAUSE 

MILK  IS  A  MOST  NOURISHING  FOOD 

IT  IS   CHEAP   FOR  TPIE  NUTRIMENT  IT   GIVES 


121.  A  cow  gives  on  the  average  2280  quarts  of  milk  yearly. 
How  many  cows  would  it  take  to  supply  a  yearly  waste  of  57 
million  gallons? 

122.  If  one  person  can  care  for  8  cows,  how  many  people  will 
it  take  to  care  for  the  number  of  cows  found  by  solving  problem 
113? 

123.  A  survey  made  by  the  Connecticut  Agricultural  College 
found  that  in  1916-1917  it  cost  5.53  cents  per  quart  to  produce 
milk.     (This  cost  does  not  include  the  cost  of  distribution.) 

a.  What  would  be  the  cost  to  produce  a  daily  waste  of  600 
thousand  quarts? 


54  FOOD  PROBLEMS 

h.   At  the  same  rate,  what  would  be  the  value  of 
wasted  in  a  year  ? 


HOW  WE   CAN  USE   SOUR  MILK 


124.  Mrs.  White  wastes  a  cup  of  sour  milk  each  week  by 
throwing  it  away.     Milk  costs  12  cents  a  quart  in  the  city  where  ^       i 
she  lives.  ^'H 

a.  How  much  money  is  wasted  yearly  in  the  White  home  by 
throwing  away  milk  ? 

h.  Compute  the  waste  if  this  happened  in  each  home  in  your 
city,  your  state,  or  the  nation. 

c.   What  would  be  the  total  value  of  the  milk  wasted  in  the 
United  States  at  10  cents  a  quart?     At  8  cents  a  quart?     At  6      .^ 
cents  a  quart?  ^^^ 

Discussion.  Ask  your  mother  to  tell  you  five  ways  of  using  sour 
milk.  If  she  did  not  have  sour  milk  when  preparing  these  foods, 
what  would  she  be  obliged  to  use  instead  ?     Which  is  cheaper  ? 

Do  you  like  buttermilk?  It  has  a  high  food  value  and  is  well 
recommended.  What  is  the  cost  of  a  quart  of  it  at  your  local  dairy? 
For  what  purposes  does  your  mother  use  buttermilk  ?  Give  as  many 
other  uses  as  you  can. 

What  is  the  difference  between  evaporated  milk  and  condensed 
milk?  Could  you  find  out  the  process  of  preparing  either ?  Do  you 
know  in  which  form  it  is  being  shipped  to  our  soldiers  abroad  and 
our  Allies?  You  might  be  interested  to  find  out  how  many  pounds 
of  milk  are  used  to  produce  a  pound  of  condensed  milk  ready  for 
shipment.  What  is  the  advantage  commercially?  What  use  do 
the  soldiers  make  of  the  tin  cans? 

125.  The  maid  in  clearing  the  table  pours  out  milk  left  in 
glasses  which  amounts  to  about  |  cup  daily.  At  12  cents  a 
quart,  how  much  money  is  wasted  during  one  month  by  serving 
more  milk  than  is  needed  ?     (2  cups  make  i  pint.) 


CHAPTER  VII 

SUGAR  PROBLEMS 

126.  Each  person  in  the  United  States  consumes  on  the  aver- 
age 90  pounds  of  sugar  each  year.^  He  needs  only  i  pound  a 
week. 

a.  How  much  is  consumed  each  year  that  is  not  needed? 
How  much  could  be  saved  if  the  average  use  of  sugar  by  each  of 
the  100  million  persons  in  this  country  were  reduced  to  what  is 
needed  ? 

b.  Our  Allies  need  2,700,000  tons  of  sugar.  What  per  cent 
of  this  could  be  secured  through  the  above  saving? 

Discussion.     Why  must  soldiers  have  sugar? 

What  has  caused  a  shortage  of  sugar  in  Europe  since  the.  war  began  ? 

Is  there  a  sugar  shortage  in  this  country?     What  is  the  cause? 

From  what  is  sugar  made?  What  countries  lead  in  the  produc- 
tion of  sugar?  How  much  is  produced  in  the  United  States?  What 
part  of  the  total  sugar  production  in  the  world? 

Who  can  make  the  longest  list  of  food  ready  for  the  table  which 
contains  sugar?  Take  this  list  and  find  in  how  many  cases  substitutes 
for  the  sugar  could  be  used,  or  the  amount  of  sugar  used  reduced. 

No  doubt  your  mother  is  trying  to  save  sugar  by  using  substitutes 
and  in  some  cases,  reducing  the  amount  of  sugar  used.  At  first  you 
may  not  like  the  food  so  prepared.  How  is  this  an  opportunity  for 
you  to  do  your  bit? 

^  Bulletin  No.  70.     (See  Appendix,  page  Sy). 
55 


56 


FOOD   PROBLEMS 


WASTE  NOT  — WANT  NOT 


127.  Suppose  each  of  the  20  million  homes  in  the  United 
States  wastes  i  ounce  of  sugar  per  month.  How  many  pounds 
are  wasted  per  year?  At  9  cents  a  pound,  what  is  the  money 
value  of  this  waste? 

Discussion.  Have  you  weighed  an  ounce  of  sugar  to  see  how 
much  it  is  ?  Suppose  that  you  save  a  teaspoonful  of  sugar  at  each 
meal  for  a  month,  how  many  cupf uls  have  you  saved  ?  How  many 
pounds?  (See  Table  II,  page  73.)  If  your  family  did  the  same  how 
many  pounds  would  be  saved  ? 

Do  you  ever  find  when  you  have  finished  drinking  your  cocoa  that 
there  is  sugar  left  in  the  bottom  of  the  cup  ?  About  how  much  sugar 
have  you  wasted  ? 

Perhaps  you  would  be  interested  in  Stephen's  experiments.  He 
found  he  had  been  putting  too  much  sugar  into  his  cocoa.  He  de- 
cided to  stop  that  waste.  Each  day  he  used  a  smaller  portion  of  sugar. 
By  doing  this  he  soon  learned  to  enjoy  his  cocoa  with  only  half  the 
former  amount  of  sugar  in  it.     Should  you  like  to  try  this  plan  ? 


SACRIFICE  UNNECESSARY  SWEETS 


« 


128.  The  average  use  of  sugar  per  person  in  the  United  States 
is  about  90  pounds  yearly.  How  many  ounces  per  person  per 
day?    How  many  tablespoonf uls  per  day? 


WE  CANNOT  PRESERVE  FREEDOM  UNLESS 
WE  CONSERVE  FOOD 


129.  Soldiers  are  allowed  3.2  ounces  of  sugar  daily. ^  If  each 
person  on  the  average  uses  4  ounces  daily,  how  much  more  does, 
he  use  than  a  soldier  gets?     What  per  cent  more? 

1  Correspondence,  Quartermaster  General,  Washington,  D.C. 


SUGAR  PROBLEMS  57 

130.  If  every  person  in  the  United  States  ate  on  the  average 
3.2  ounces  of  sugar  per  day,  instead  of  4  ounces,  how  many 
pounds  of  sugar  would  be  saved  daily  by  the  100  million  persons 
in  this  country  ?     How  many  tons  ? 


FOOD   IS  AMMUNITION 
DON'T  WASTE  IT 


131.  Mrs.  Green  had  been  told  to  use  equal  amounts  of 
sugar  and  fruit  in  making  jelly.  She  makes  grape  jelly,  using 
a  pint  of  sugar  to  a  pint  of  juice.  The  jelly  is  too  syrupy  to  stand 
alone,  and  is  sweeter  than  necessary.  Later  she  finds  that 
f  of  a  pint  of  sugar  to  a  pint  of  juice  should  have  been  used. 

a.   How  much  sugar  did  she  need  for  12  pints  of  juice? 

h.  How  many  pints  did  she  use  unnecessarily?  How  many 
pounds?     (i  pint  =  f  pound.) 

c.   How  much  money  if  sugar  is  9  cents  per  pound  ? 


CLEAR  CONSCIENCE 
CLEAN  PLATE 


132.  Mrs.  Baldwin  buys  jam  at  30  cents  a  jar.  John  and 
Alice  are  apt  to  take  more  jam  that  they  need  and  leave  it 
on  their  plates,  so  that  about  15  per  cent  of  the  jam  is  wasted. 
If  in  a  year  Mrs.  Baldwin  uses  up  20  jars,  how  much  is  wasted? 
What  did  it  cost? 

133.  The  soldiers  at  Fort  Sheridan  are  allowed  3.2  ounces 
of  sugar  daily.  Walter  each  day  eats  four  ounces  of  sugar  in 
his  cereal,  candy,  cocoa,  cakes,  etc.  If  Walter  uses  only  a  sol- 
dier's ration  daily,  how  much  will  he  save  in  a  year,  if  sugar 
is  9  cents  a  pound? 


58  FOOD  PROBLEMS 


I 


WHEN  THE  WELL'S   DRY   WE   KNOW  THE  WORTH   OF   WATER 

Poor  Richard's  Almanac 


134.  In  England,  no  cake  must  contain  more  than  15  per  cent 
sugar.  Find  out  what  per  cent  of  sugar  the  following  recipe 
calls  for. 

•g-  cup  fat  2  cups  =  I  lb. 

I  cup  milk  (allow  2  ounces) 

2\  cups  sugar  2  cups  sugar  =  i  lb. 

3  cups  flour  4  cups  flour  =  i  lb. 

3  eggs  9  eggs  ='i  lb. 

|-  ounce  of  other  materials 

136.  A  cafeteria  decides  to  save  sugar  by  not  placing  sugar 
bowls  on  tables  but  requiring  guests  to  go  to  a  sugar  counter. 
The  result  is  that  f  the  amount  formerly  used  on  tables  is 
saved.  If  this  use  of  sugar  was  16  pounds  daily,  how  much  is 
now  saved  each  day?     How  much  each  year  of  360  days? 

Discussion.  Why  does  this  method  save  sugar?  Is  it  saving  of 
sugar  to  eat  in  restaurants  ?    Why,  or  why  not  ? 

136.  There  are  about  80  lumps  in  a  pound  of  lump  sugar, 
which  sells  at  14  cents  a  pound. 

a.  How  long  will  a  pound  last  in  the  Brown  family  if  Mr.  and 
Mrs.  Brown  each  drink  3  cups  of  coffee  daily,  using  3  lumps  to 
a  cup? 

h.  How  long  would  a  pound  last  if  Mr.  and  Mrs.  Brown  each 
used  I  lump  per  cup? 

c.  Calculate  the  amount  of  sugar  consumed  yearly  in  the 
Brown  home  if  Mr.  and  Mrs.  Brown  each  use  3  lumps  in  3 
cups  of  coffee  daily.  If  they  each  use  i  lump.  How  much 
sugar  would  be  saved  in  a  year  if  each  use  i  limip  per  cup  of 
coffee  ? 


SUGAR   PROBLEMS  59 

Discussion.  Perhaps  you  know  that  in  buying  lump  sugar  you 
can  get  large  or  small  lumps,  about  40  lumps  of  the  former,  80  of  the 
latter  in  a  pound.  With  which  kind  can  you  practice  greater  economy  ? 
Why? 

137.  If  every  one  of  the  750,000  persons  in  Boston  saved  i 
lump  of  sugar  each  day,  how  many  tons  of  sugar  could  be  saved 
in  a  year?  How  many  tons  if  each  of  the  100  million  persons 
in  the  United  States  saved  i  lump  daily?  (There  are  80  lumps 
to  the  pound.) 

138.  a.  Margaret  wastes  two  lumps  of  sugar  daily  by  eating 
more  than  she  needs.  If  a  lump  weighs  \  ounce,  how  much  does 
she  waste  in  a  year? 

h.  A  soldier's  ration  is  3^  ounces  of  sugar  a  day.  For  how 
long  would  what  Margaret  wastes  in  i  year  supply  i  soldier? 

139.  a.  Alice  has  a  cup  of  cocoa  for  breakfast  and  supper, 
and  uses  3  lumps  of  sugar  in  each  cup.  If  in  addition  she  eats 
sugar  amounting  to  2.8  ounces  daily,  how  much  sugar  does  she 
use  per  day?     Per  week?     (5  lumps  =  i  ounce.) 

h.  If  she  needs  1.25  of  a  pound  weekly,  how  much  more  does 
she  use  than  she  needs? 

140.  Mary  has  been  using  2  level  tablespoonfuls,  or  i  ounce 
of  sugar  on  her  oatmeal  every  morning.  Her  mother  decides 
to  cook  the  oatmeal  with  dates,  figs,  or  prunes,  so  as  to  need  no 
sugar.  How  many  pounds  of  sugar  will  Mary  save  in  a  month? 
In  a  year? 

141.  Mary  spends  her  pennies  on  candy  which  she  doesn't 
need.  She  buys  caramels,  chocolates,  and  hard  candy  from  the 
pushcart  man,  and  from  all  the  candy  she  gets  4  ounces  of  sugar 
each  week. 

a.  If  the  sugar  she  gets  from  candy  is  not  needed,  how  many 
more  pounds  of  sugar  than  she  needs  is  she  getting  each  year? 


6o  FOOD   PROBLEMS 

b.  If  all  the  children  in  your  classroom  used  as  much 
would  be  the  waste  of  sugar  each  year? 

c.  If  all  the  children  in  your  school  wasted  as  much,  what 
would  be  the  waste? 

d.  What   would    be   wasted   if   800,000   school   children   i 
New  York  used  as  much  sugar  needlessly?     How  many  tons? 

e.  How  many  tons  if  all  the  23  million  school  children  in  the 
United  States  wasted  like  amounts? 

Discussion.  For  a  well-balanced  diet  a  proportion  of  sugar  is 
necessary.  Candy  is  a  pleasant  way  to  get  that  sugar.  Can  any 
one  find  out  what  physicians  have  decided  is  a  reasonable  amount 
for  children?     Are  you  eating  more  or  less  than  that  amount? 

Which  kinds  of  candy  are  the  most  healthful  ?  Why  ought  younger 
children  to  be  directed  in  the  selection  of  candy?  Why  have  we 
been  asked  to  eat  less  candy  during  this  war? 


EAT   LESS   CANDY 


41 


142.  Alice  and  Mabel  usually  use  2  pounds  of  sugar  in  making 
Christmas  candies.  They  plan  this  year  to  make  corn  syrup  taffy 
and  Parisian  sweets,  and  so  will  use  only  j  pound  of  sugar.  How 
many  pounds  will  they  save?  If  half  of  the  450,000  school 
children  in  Wisconsin  should  have  a  "  sugarless  Christmas  "  and 
save  as  much,  how  much  sugar  would  be  saved  for  the  Allies? 


SUGARLESS   CANDY  IS  WAR  CANDY 


143.  There  is  J  of  an  ounce  of  sugar  in  one  glass  of  lemonade 
or  soda  water.  Suppose  each  child  in  this  school  should  drink 
an  average  of  one  glass  of  lemonade  or  soda  water  a  day  during 
the  summer.  How  many  pounds  of  sugar  would  they  all  together 
use  in  sweet  drinks  during  the  months  of  June,  July,  and  August? 


SUGAR   PROBLEMS  6i 

Discussion.  Can  you  think  of  any  good  substitutes  for  lemonade 
and  soda  water  ?     Which  are  the  least  expensive  and  most  healthful  ? 

144.  Every  time  she  makes  fudge,  Alice  uses  2  cups  or  i  pound 
of  sugar.     She  makes  fudge  every  other  week. 

a.  How  much  sugar  does  she  use  each  year  in  this  way? 

b.  She  decides  to  stop  making  fudge,  and  make  candies  needing 
only  }  cup  of  sugar.     How  much  sugar  will  she  save  in  a  year? 

145.  Clara  makes  sugarless  candy,  using  dates,  nuts,  cocoanut, 
syrups,  popcorn,  and  honey,  but  no  sugar.  She  finds  that  she 
can  thus  save  2  pounds  of  sugar  each  week.  If  all  the  children 
in  your  school  save  as  much,  how  much  sugar  will  be  saved? 


EAT  WAR  CANDY 


146.  Find  out  how  much  candy  you  eat  during  one  week 
and  allow  f  of  its  weight  to  be  sugar.  If  every  one  of  the  23 
million  school  children  in  the  United  States  eats  as  much,  how 
much  sugar  is  used  by  them  each  week  for  candy  alone?  If 
they  save  half  of  this,  how  many  pounds  will  be  saved?  How 
many  tons  ? 

Discussion.  Following  are  a  few  tested  recipes  for  sugarless  candy. 
Won't  you  try  at  least  one  of  these?  Will  you  furnish  another  recipe 
for  sugarless  candy?  Will  you  put  all  of  these  together  and  make 
a  sugarless  candy  recipe  book?  Will  you  use  your  influence  to  get 
people  to  substitute  sugarless  candy  for  the  kind  they  have  been 
eating  ? 

The  last  five  of  these  recipes  are  published  by  the  United  States 
Food  Administration. 

Peanut  Brittle. 

One  cup  sorghum  or  corn  syrup,  cook  until  it  forms  hard  ball  in 
water  and  add  one  half  cup  peanuts  (or  puffed  rice  or  puffed  wheat). 


62  FOOD   PROBLEMS 

Pop  Corn  Balls. 

One  half  cup  corn  syrup,  one  tablespoon  oleo  or  butter,  one  eighth 
tablespoon  salt.  Cook  corn  syrup  until  it  forms  a  firm  ball;  add 
oleo  and  salt ;  then  pour  over  two  cups  of  popcorn  (or  puffed  rice  or . 
puffed  wheat). 


Chocolate  Dainties. 

Put  through  the  meat  chopper  one  half  cup  each  of  dates,  figs, 
and  nut  meats.  Add  one  tablespoon  orange  juice,  a  little  grated 
orange  peel,  and  one  square  of  melted  unsweetened  chocolate.  Mold 
into  balls  and  roll  in  chopped  nuts  or  granulated  sugar.  This  mixture 
may  be  packed  in  an  oiled  tin,  put  under  a  weight  until  firm,  then  cut 
in  any  shape  desired. 

Old  Fashioned  Molasses  Candy. 

2  cupfuls  (i  pint)  molasses 

1  tablespoonful  vinegar 

2  tablespoonfuls  (i  ounce)  butter  substitute 
I  level  teaspoonf ul  baking  powder 
I  teaspoonful  vanilla  or  ginger  extract 

Put  molasses,  vinegar,  and  butter  into  a  sauce-pan.  Bring 
boiling  point,  and  boil,  stirring  all  the  time  until  the  mixture  is  brittle 
when  dropped  into  cold  water.  Stir  in  baking  powder  and  extract 
and  pour  into  a  buttered  tin.  When  nearly  cold  pull  until  glossy. 
Cut  into  small  pieces  and  lay  on  a  buttered  plate  or  wrap  in  waxed 
paper.     SuflScient  for  one  pound  of  candy. 

Pop  Corn  Candy. 

I  cup  syrup 

1  tablespoonful  vinegar 

2  or  3  quarts  of  popped  corn 

Boil  together  the  syrup  and  vinegar  until  syrup  hardens  when 
dropped  in  cold  water-.  Pour  over  freshly  popped  corn  and  mold 
into  balls  or  fancy  shapes.  Little  popcorn  men  will  please  the 
children.  Mark  the  features  and  outlines  with  melted  chocolate. 
Use  honey,  maple  syrup,  molasses  or  white  cane  or  corn  syrup. 


4 


CHAPTER  VIII 
MISCELLANEOUS  PROBLEMS 

147.  There  are  20  million  families  in  the  United  States.  Cal- 
culate the  money  loss  per  week  if  each  family  wastes 

a.   an  ounce  of  butter  weekly  (butter  56  cents  a  pound.) 

h.   Half  a  cup  of  milk  weekly  (milk  12  cents  a  quart  of  4  cups.) 

c.  I J  slices  of  bread  weekly  (bread  10  cents  a  loaf  of  12  slices.) 

d.  I  ounce  of  meat  each  day  (average  28  cents  a  pound.) 

148.  a.  The  average  American  family  eats  in  the  following  pro- 
portion :  p^^  CEih 

Meat 16 

Fish    . 2 

Eggs 2 

Milk,  butter,  etc 18 

Fruits  and  vegetables 25 

Cereals 31 

Sugar,  etc 6 

100 

Allowing  I  square  to  2  per  cent,  draw  on  construction  paper 
bars  to  represent  the  percentage  of  foods  of  various  sorts  which 
are  eaten : 

h.   The  soldier  eats  in  the  following  proportion : 

Per  Cent 

Meat 28 

Fish 2 

Eggs o 

Milk,  butter,  etc 2 

Fruits  and  vegetables 34 

Cereals 26 

Sugar,  etc ,  .        8 

ICX) 

63 


64  FOOD   PROBLEMS 

Draw  bars  representing  these  proportions,  and  notice  the  dif 
ference  between  these  bars  and  those  in  (a). 

149.  Charlotte  wishes  to  help  her  mother  economize  heat  in 
cooking  and  so  she  makes  a  fireless  cooker.  She  needs  a  large 
box  with  a  heavy  top,  and  this  she  buys  from  the  grocer  for 
lo  cents.  She  buys  hinges  for  the  cover  for  lo  cents.  For 
filHng  she  uses  old  newspapers  which  she  has  saved.  Enough 
asbestos  to  line  the  ''nest"  for  the  kettle  costs  her  22  cents. 
She  also  needs  strong  cardboard  to  line  the  container,  which  she 
gets  from  a  box  in  which  goods  were  delivered  to  her  home. 
She  needs  material  for  a  denim  cushion  to  go  over  the  kettle, 
and  for  this  she  buys  2  yards  of  denim  at  18  cents  a  yard;  Her 
mother  already  has  a  large  kettle  for  the  fireless  cooker,  and 
Charlotte  buys  some  smaller  ones  for  60  cents.  How  much  does 
the  fireless  cooker  cost  in  all  ? 

Discussion.  Tell  what  you  know  of  the  fireless  cooker  —  its 
advantages  and  disadvantages,  if  any. 

See  Bulletin  -77,  No.  4  (page  87)  for  full  directions  for  making  a 
fireless  cooker. 

150.  Charlotte's  mother  finds  that  through  the  use  of  th^ 
fireless  cooker  she  reduces  her  gas  bills  as  follows : 


1916  Gas  Bills 

191 7  Gas  Bills 

(without  fireless  cooker) 

(with  fireless  cooker) 

$2.43 

August 

$i.6s 

2.12 

September 

2.04 

2.97 

October 

2.12 

2.95 

November 

1.98 

3.08 

•  December 

2.24 

How  much  does  she  save  on  gas  in  the  five  months  listed? 
Draw  curves  on  construction  paper  to  show  how  much  she 
spends  each  month,  showing  the  curve  for  191 6  just  above  the 
one  for  191 7  (see  page  xvii). 


MISCELLANEOUS   PROBLEMS  65 


MAKE   SAVING   FASHIONABLE 


151.  Mrs.  Fuller  made  a  fireless  cooker  according  to  instruc- 
tions of  the  United  States  Department  of  Agriculture.  It  cost 
her  75  cents.  She  found  that  her  bills  for  gas  used  in  cooking 
averaged  40  cents  less  each  month  than  before.  What  was  the 
net  saving  in  a  year? 


COOPERATION   IS   ONE   OF   THE   MARKS   OF   CIVILIZATION 


152.  In  a  town  there  are  6  groceries.  Each  has  maintained 
a  delivery  wagon,  horse,  and  boy,  at  an  average  cost  of  $50  per 
month  apiece.  The  merchants  decide  to  maintain  a  joint  deliv- 
ery service  for  all  the  stores.  They  find  they  will  need  2  horses, 
2  wagons,  and  2  boys.  The  total  cost  will  be  $90  per  month, 
How  much  will  they  each  save  each  month  on  deliveries? 

Discussion.  What  do  you  think  of  the  Cash  and  Carry  System? 
Discuss  fully :  a.  What  would  be  the  effect  of  closing  all  stores  three 
days  a  week?  b.  Would  it  benefit  housewives  in  leading  to  wiser 
purchases?    c.  Would  it  reduce  the  cost  of  deliveries?    Why? 


LET  us   JOIN  THE   CASH-CARRY   CLUB 


153.  Mary  makes  a  cake  costing  35  cents  for  materials,  and 
leaves  y  of  the  batter  in  the  mixing  bowl  instead  of  scraping 
the  dish  clean.  If  she  does  this  once  a  week,  how  much  money 
value  does  shfe  waste  in  a  year? 

Discussion.  What  is  your  best  and  cheapest  cake  recipe  ?  Would 
you  use  frosting?  If  so,  what  kind  of  frosting  would  you  use?  Cal- 
culate the  cost  for  material  of  a  cake  you  have  made  or  eaten  recently. 


66 


FOOD   PROBLEMS 


154.  Mrs.  Brown  decides  to  preserve  eggs  to  use  during  the 
winter  months  when  eggs  are  high.  She  buys  50  dozen  at  35 
cents  and  pays  45  cents  for  preserving  materials.  What  is  her 
net  saving  if  the  average  cost  of  storage  eggs  that  winter  is  '50 
cents  ? 

Discussion.  What  is  the  best  way  to  preserve  eggs?  How  many 
eggs  a  week  does  your  family  use?  What  do  they  cost?  Should 
we  be  saving  in  our  use  of  eggs?  Are  they  included  in  a  soldier's 
rations?     Why? 


PRACTICE  THE  GOSPEL  OF  THE  CLEAN  PLATE 


155.  Twice  a  week  Mrs.  Gray  has  a  "  poor  man's  dinner  " 
in  which  she  uses  up  all  the  leftovers.  One  week  she  uses  the 
following  to  make  a  dish  of  scalloped  corn. 


Article 


Butter  .  . 
Stale  bread  . 
Dried  cheese 


Price 


48  cents  a  pound 
10  cents  a  loaf 
38  cents  a  pound 


Quantity  Saved 


2  ounces 
J  loaf 
J  pound 


Amount  Saved 


Find  out  how  much  money  was  saved  by  using  these  matedals. 

Discussion.  Bring  in  "  leftover "  recipes  (with  cost  of  articles 
used)  that  you  have  tried  and  would  recommend.  On  what  days 
of  the  week  would  it  seem  most  reasonable  to  expect  a  "  leftover  " 
dinner  ? 

156.  To  see  what  a  little  saving  means,  Mrs.  Gray  figures 
what  the  saving  would  be  if  every  one  of  the  i|  million  homes 
in  Illinois  saved  1 5  cents  a  week.  What  does  she  find  would 
be  saved  each  week?    Each  year? 


MISCELLANEOUS   PROBLEMS  67 

Discussion.  What  part  of  your  allowance  or  of  the  money  you 
earn  ought  you  to  save?  How  much  can  you  save  in  a  year?  Give 
examples  of  wise  as  well  as  patriotic  investments  of  savings.  Have 
you  saved  anything  during  the  past  week?  How  many  Thrift  Stamps 
have  you  bought? 


NO  SAVING  IS  LITTLE 


157.  Mrs.  Brown  used  a  15  cent  can  of  tomato  soup  for  two 
people.  One  half  of  the  soup  was  unused  and  placed  on  the 
pantry  shelf  and  covered  in  such  a  way  as  to  be  forgotten  for 
three  days.  At  the  end  of  this  time  the  soup  had  grown  moldy 
and  had  to  be  thrown  away.  What  was  the  per  cent  waste  ? 
What  was  the  money  waste? 

158.  At  Mary's  home  the  cheese  was  allowed  to  grow  dry 
and  hard  and  was  thrown  away  as  useless.  About  J  pound  a 
week  was  thus  wasted.  The  mother  of  Mary's  playmate  used 
up  all  the  dry  cheese  by  grating  it  and  using  it  in  scalloped  dishes. 
How  many  pounds  of  cheese  did  the  mother  of  Mary's  play- 
mate save  in  a  year  by  not  being  wasteful  ?  How  much  money 
was  gained  by  careful  methods?  (Price  of  cheese,  38  cents  a 
pound.) 


USE  LOCAL  PRODUCE 


159.  In  his  war  garden,  Peter  raised  tomatoes.  His  mother 
gave  him  2  cents  each  for  all  she  used  during  the  summer  and 
he  canned  the  rest  for  winter  use.     His  expenses  were 

Plants $  .20 

Fertilizer,  insect  powder,  etc 10  • 

Cans i.oo 

Total $ 


68  FOOD   PROBLEMS 

Peter  sold  75  tomatoes  to  his  mother  and  canned  20  quart 
cans,  which  he  sold  at  18  cents  each.     What  was  his  net  profit?    .  ^ 

Discussion.  Do  you  like  to  watch  things  grow?  Did  you  ever™U 
have  a  garden?  How  would  a  well-kept  garden  help  to  reduce  the 
family  grocery  bill?  How  would  it  help  in  the  big  campaign  of  food 
conservation?  How  can  the  surplus  vegetables,  fruits,  etc.  be  pre- 
served for  later  use?  Describe  the  "  Cold  Pack  "  method  of  canning 
(see  Bibliography).  Tell  how  vegetables  and  other  food  stuffs  may 
be  dried  ?  Describe  the  various  "  dehydrators  "  that  are  used  for  this 
purpose. 

160.  a.  Mr.  Brown  works  hard  all  summer  on  a  home  garden 
and  raises  10  bushels  of  potatoes  (60  pounds  in  a  bushel)  and 
of  carrots,  besides  other  garden  truck.  He  stores  the  potatoes 
and  carrots  in  the  basement.  But  during  the  winter  the  heat  of 
the  furnace  dries  and  wilts  the  food  supply  so  that  J  of  the 
total  is  lost.     How  many  pounds  of  each  commodity  was  lost^MH 

b.   If,  in  putting  the  vegetables  in  the  basement,  Mr.  Brown  '   ™ 
had  packed  them  in  cool  dry  sand,  ^  of  the  material  would  have 
been   lost.     How  much   material   could   have   been   saved  by 
proper  packing  and  storage? 


AMONG  OUR  WORST  ENEMIES  ARE  RATS,   MICE,   INSECTS, 

MOLD,   ROT 

HOW  SHALL  WE  OVERCOME  THEM? 


161.  Mrs.  Jones  bought  a  15-pound  sack  of  cornmeal  and 
used  7  pounds.  Because  she  did  not  protect  what  was  left 
of  it,  insects  got  into  it  and  she  was  obliged  to  throw  all  the  rest 
away.  If  she  paid  95  cents  for  the  sack,  how  much  money  did 
she  waste? 

162.  Mrs.  Gray  bought  3  pounds  of  cheese  at  38  cents  a 
pound.     Because  she  left  it  uncovered  in  a  warm  un ventilated 


MISCELLANEOUS   PROBLEMS  69 

cupboard,  f  of  it  was  lost  by  molding.     How  much  money  waste 
was  there? 

163.  Mrs.  Brown  bought  9  bushels  of  potatoes  in  the  fall  for 
winter  use,  paying  $2.25  per  bushel.  One  potato  out  of  every 
ten  rotted  and  an  additional  5  per  cent  were  spoiled  by  rats. 
What  money  loss  is  there? 

164.  If  rats,  mice,  ants,  and  insects  cause  a  loss  amounting 
to  I  cent  daily  for  every  one  of  the  20  million  famihes  in  the 
United  States,  what  is  the  total  loss  weekly?     Yearly? 

Discussion  {problems  161,  162,  163,  164).  Study  ways  and  means 
of  overcoming  the  enemies  mentioned,  each  one  separately.  Em- 
phasize the  element  o!  cleanliness. 


DO  WE  WASTE   BY   CARELESS   COOKING? 


165.  The  cook  in  the  Tyler  household  uses  f  cup  of  cereal 
which  costs  22  cents  a  quart  package  for  breakfast  food  daily. 
On  an  average  of  once  a  week  she  lets  the  cereal  burn  so  that 
half  of  it  has  to  be  thrown  out.  How  much  money  waste  in  a 
year?     (There  are  four  cups  to  the  quart.) 

Discussion.  Name  as  many  cereals  as  you  can.  Which  do  you 
like  best?  Can  you  prepare  it?  What  would  be  the  advantage  of 
a  double  boiler  ?  Have  you  tried  a  fireless  cooker  for  preparing  cereals 
like  oatmeal  which  requires  long  cooking? 


FOOD   IS   WASTED   IF  INEDIBLE   BECAUSE 
IT   IS   BURNED 
,     IT   IS   POORLY   FLAVORED 
IT  IS   SOGGY  IT  IS  TOUGH 


166.    In  the  Smith  home,  the  water  used  for  boiling  meats 
and  vegetables  is  thrown  away,  instead  of  being  used  for  soup, 


70 


FOOD   PROBLEMS 


gravies,  etc.  Mrs.  Smith  buys  during  the  year  7  cans  o 
consomme  at  12  cents  each,  6  cans  of  soup  stock  at  2  for  a 
quarter,  and  a  dozen  cans  of  vegetable  soups  at  $1.25  a  dozen. 
She  would  not  need  any  of  this  if  she  used  the  water  she  throws 
away.  How  much  does  she  waste  in  a  year  by  throwing  away 
materials  which  she  might  use? 

Discussion.  What  does  the  water  used  for  boiling  meats  and 
vegetables  contain  that  is  valuable  in  the  preparation  of  soup?  Of 
what  particular  value  is  the  water  that  potatoes  have  been  boiled  in  ? 


n 


LET  US  EAT  WHAT  WE   CAN,  AND   CAN  THE  REST 


167.  Mrs.  Jones's  war  garden  produced  in  a  season  150  to- 
matoes worth  about  2  cents  each.  Mrs.  Jones  used  f  of  them, 
and  gave  away  1^  of  them.  The  remainder,  instead  of  being 
canned,  were  left  to  rot  on  the  vines.  How  much  money  waste 
was  there? 

Discussion.  The  canning  of  vegetables  in  the  home  is  a  com- 
paratively new  industry.  Discuss  the  possibiUty  of  raising  enough 
vegetables  in  a  war  garden  to  provide  for  winter  use. 

168.  Walter  raised  a  pig  that  he  bought  from  his  father  for 
$5.50.  The  pig's  feed  cost  Walter  $15.25.  When  the  pig 
weighed  250  pounds,  Walter  sold  it  at  18  cents  a  pound.  How 
many  dollars  did  Walter  clear? 


SERVE  NO  MORE  THAN  IS  NEEDED 


169.  When  company  comes,  the  Miller  family  serves  potatoes 
and  three  other  vegetables  in  addition  to  meat,  extra  sweets,  and 
relishes.     Ten  per  cent  of  the  food  prepared  is  wasted  by  being 


MISCELLANEOUS   PROBLEMS  71 

left  on  plates,  and  J  of  what  is  eaten  is  wasted  because  it  is  not 
needed  for  nutriment.  If  a  dinner  served  by  Mr.  and  Mrs. 
Miller  for  themselves  and  6  guests  costs  $5.60,  calculate  the 
cost  per  person,  the  waste  per  person,  and  the  total  waste. 


WASTEFUL   COOKS  ARE  POOR  PATRIOTS 


170.  A  wasteful  cook  makes  a  cake  containing  4  eggs  (54 
cents  a  dozen) ;  i  cup  butter  (48  cents  per  pound  of  2  cups) ; 
I  cup  milk  (12  cents  a  quart) ;  2^  cups  sugar  (10  cents  per 
pound  of  2  cups) ;  and  4  cents'  worth  of  other  materials.  The 
cake  is  burned  and  she  throws  it  all  out.  How  much  money  is 
she  wasting? 

Discussion.  Can  you  submit  a  war  cake  recipe  and  figure  out 
approximately  how  much  it  would  cost?  Compare  it  with  the  cost 
of  the  cake  recipe  in  problem  170. 


MEAT  IS   SWEETEST  NEAREST  THE  BONE 
THE  BEST  OF  THE  POTATO  IS  NEAREST  THE  SKIN 


171.  In  paring  potatoes,  Mrs.  Wood  cuts  thick  peelings,  so 
that  20  per  cent  of  the  edible  portion  is  wasted.  Potatoes 
are  40  cents  a  peck,  and  the  Wood  family  eats  a  peck  every 
6  days.  How  much  does  Mrs.  Wood  waste  in  a  year  through 
her  method  of  paring  potatoes  ?  Suppose  this  happens  in  each 
of  the  families  in  your  state.     What  is  the  loss  per  year? 


BOIL  POTATOES  WITH  THEIR  JACKETS  ON 


172.    Careless  paring  of  potatoes  wastes  on  an  average  20 
per  cent  of  the  edible  portion.     If  your  cook,  in  preparing  the 


72  FOOD   PROBLEMS 

potatoes  for  boiling,  wastes  as  much  good  material  as  the  ab 
average,  what  will  be  the  loss  in  pounds  on  a  bushel  of  potatoes 
used?  (There  are  60  lbs.  of  potatoes  to  the  bushel.)  How 
much  value  in  money  will  be  saved  if  these  potatoes  are  boiled 
in  their  jackets  ?     (Find  the  price  of  potatoes  from  your  grocer.) 

Discussion  (problems  171,  172).  Why  is  it  a  good  thing  to  eat  the 
skins  of  baked  potatoes,  and  to  cook  potatoes  with  the  skins  on  for 
creaming,  frying,  escalloping,  etc.  ? 


PREPARE   FOOD    SO   AS   TO   SAVE   ALL   EDIBLE   PORTIONS 


173.  Mrs.  Smith  buys  i|  pecks  of  spinach  a  week  at  18  cents 
a  peck,  instead  of  using  the  greens  from  beets  and  other  veg- 
etables which  she  buys.  What  would  she  save  during  the  12 
summer  weeks  if  she  bought  no  spinach  but  used  the  vegetable 
greens  which  she  now  throws  away? 


APPENDIX 

USEFUL   INFORMATION   RELATING  TO 
FOOD   CONSERVATION 

PERCENTAGE  OF  WHEAT  USED  IN  MAKING  FLOUR ' 

White  flour        72  per  cent 

Whole  wheat  flour 85  per  cent 

Graham  flour 95  per  cent 

Home  ground  flour 100  per  cent 

II.    TABLE  OF  EQUIVALENTS 


3  teaspoons  . 

=  I  tablespoon 

16  level  tablespoons 

-  I  cup 

2  cups 

=  I  pint 

4  cups 

=  I  quart 

4  cups  flour 

=  I  pound 

2  cups  butter 

=  I  pound 

2  cups  sugar 

=  I  pound 

60  pounds  potatoes 

=  I  bushel 

196  pounds  flour 

=  I  barrel 

4I  bushels  wheat  make  i  barrel  of  white  flour 
I  quart  milk  =  about  2  pounds 

III.    USE  OF  SOME  FOODS  PER  PERSON  PER  YEAR  IN  THE 
UNITED  STATES 2 

Wheat  (Seed) 7  bushel 

Wheat  (Food) 5.3  bushels 

Total 6.0  bushels 

1  Bulletin  No.  2.     (See  Appendix,  page  85.) 

2  Correspondence  U.  S.  Bureau  of  Agriculture,  also  bulletins  Nos.  31,  70,  74,  98. 

73 


74  FOOD   PROBLEMS 

Meat  (Beef) 82.7  pounds 

Meat  (Mutton) 7.0  pounds 

Meat  (Pork)  .     .     .    • 103.5  pounds 

Meat  (Other) 0.3  pound 

Total 193-5  pounds 

Sugar 90.0  pounds 

Potatoes 2.6  bushels 

Fats 77.0  pounds 

Fish .       21.2  pounds     (1908) 

Milk  (daily) 5  pint 

IV.    POPULATIONS   (IN  ROUND  NUMBERS) 

United  States  —  Total 100,000,000 

Number  of  families  in  United  States 20,000,000 

Number  of  school  children  in  the  United  States  .     .  23,000,000 

Your  state  —  Total 

Number  of  families  in  your  state 1 

Your  city  or  county  —  Total 

Number  of  families  in  your  city  or  county     .     .     .  

V.    USE  COTTAGE  CHEESE  2 


For  supplying  protein,  one  pound  of 
cottage  cheese  equals : 


.27  pounds 
.09  pounds 
.37  pounds 
.52  pounds 
,46  pounds 
.44  pounds 
.58  pounds 
.31  pounds 
.37  pounds 


sirloin  steak 
round  steak 
chuck  rib  beef 
fowl 

fresh  ham 
smoked  ham 
loin  pork  chop 
hind  leg  of  lamb 
breast  of  veal 


On  the  basis  of  energy  supplied 
pound  of  cottage  cheese  equals : 

8.33  ounces  sirloin  steak 
11,25  ounces  round  steak 
11.25  ounces  chuck  rib  beef 
10.75  ounces  fowl 
5.25  ounces  fresh  ham 
5.0    ounces  smoked  ham 
6.0    ounces  loin  pork  chop 
7.33  ounces  hind  leg  of  lamb 
12.75  ounces  breast  of  veal 


*To  find  the  number  of  families,  divide  the  total  population  by  five.    The 
average  family  consists  of  5  persons. 
2  Bulletin  No.  29.     (See  Appendix,  page  85.) 


APPENDIX 


75 


VI.    LIST  OF  WHEAT  SUBSTITUTES 

Flours  Vegetables  and  Frxhts 


Rye 

Barley 
Cornmeal 


Oatmeal 

Potato 

Rice 


Potatoes 
Bananas 
Beets 


Corn 
Peas 
Beans 


Fish 

Cheese 

Milk 


Vn.    LIST  OF  MEAT  SUBSTITUTES 

Beans  Fowls  Local  game  (rabbits,  etc.) 

Nuts  Eggs  Peas  (dried) 


Vm.    LIST  OF  FOODS  RICH  IW  FATS* 

80  TO  IOC  Per  Cent  Fat 
Lard,  92  to  100  per  cent 


100  Per  Cent  Fat 
Commercial   shortening  or  cooking 

fats 
Cottonseed  oil 
Peanut  oil 
Olive  oil 
Sesame  oil 
Corn  oil 


40  TO  70  Per  Cent  Fat 
Nuts  (meats),  70  to  54  per  cent 
Bacon,  64  to  59  per  cent 
Coconut,  57  per  cent 
Chocolate,  48  per  cent 
Whipping  cream,  40  per  cent 


Fat  salt  pork,  86  per  cent 

Butter,  85  per  cent 

Oleomargarine,  83  per  cent 

Suet,  81  per  cent 

Drippings    1   Per  cent  depends  on 

Goose  oil      >      methods  of  clarify- 

Chicken  fatj       ing 

20  TO  40  Per  Cent  Fat 
American  cheese,  36  per  cent 
Cream  cheese,  s$  per  cent 
Egg  yolk,  S3  per  cent 
Cocoa,  28  per  cent 
Olives,  20  per  cent 


IX.    SUMMARY  OF  USES  OF  EASILY  OBTAINABLE  FATS' 
Kinds  of  Fat  Flavor  Uses 

Olive  oil  Strong  Uncooked  salad  dressings 

Cottonseed  oil  Slight  Deep-fat    frying,    salad    dressmgs, 

shortening  except  cakes 
Com  oil  Fairly  strong         Deep-fat  frying 

*  Bulletin  No.  70.     (See  Appendix,  page  87.) 
2  Bulletin  No.  17.     (See  Appendix,  page  85.) 


76 

FOOD   PROBLEMS                                ^H 

Kinds  of  Fat 

Flavor 

Uses                      ^^H 

Chicken,  duck,  or 

Shortening,  especially  cakes  and  pie 

goose  fat 

Mild 

crust 

Butter 

MUd 

Shortening,  except  of  plain  pastry 

Lard 

MUd 

Shortening,  especially  of  plain  pastry 

Lard  substitute 

SHght 

Saut6ing,  deep-fat  frying,  shortening 

Suet 

Strong 

Sauteing 

Bacon  fat 

Very  strong 

Sauteing                                      ^^^ 

Oleomargarine 

MHd 

Same  as  butter                          ^^^^H 

iri 


X.  GROUPS  OF  FOODS  FOR  A  BALANCED  DIET 


SEE  THAT  FOOD  FROM  EACH  GROUP  IS  EATEN  EVERY  DAY 


AY  ' 


Group  i.    Fruits  and  Vegetables 

[Foods  depended  on  for  mineral  matters,  vegetable  acids, 
and  body-regulating  substances.] 


Apples,  pears,  etc. 

Berries 

Oranges,  lemons,  etc. 

Bananas 

Melons,  etc. 


Salads  (lettuce,  celery,  etc.) 
Green  peas,  beans,  etc. 
Tomatoes,  squash,  etc. 
Potherbs  or  ** greens" 
Potatoes  and  root  vegetables 


Group  2.    Meat  and  Meat  Substitutes 
[Foods  depended  on  for  protein.] 
Milk,  skim  milk,  cheese,  etc.  Fish 


Dried  peas,  beans,  cowpeas,  etc. 
Nuts 


Poultry 

Eggs 

Meat 

Group  3.    Foods  Rich  in  Starch 

Cereal  grains,  meals,  flours,  etc.  Crackers 

Cereal  breakfast  foods  Cakes,    cookies,    starchy   puddings, 

Bread  etc. 

Potatoes   and  other   starchy  vege- 
tables 

1  Based  on  Bulletin  77,  No.  5.     (See  Appendix,  page  87.) 


APPENDIX 


77 


Group  4.    Sugar 


Sugar 
Molasses 
Syrups 
Honey 


Candies 

Sweet  cakes  and  desserts 
Fruits  preserved  in  sugar,  jellies,  and 
dried  fruits 


Group  5.    Foods  Very  Rich  in  Fat 


Butter  and  cream 

Lard,  suet  and  other  cooking  fats 


Salt  pork  and  bacon 
Table  and  salad  oils 


XI.    PROPORTIONS  OF  VARIOUS  FOODS  EATEN  BY  THE  AVERAGE 
AMERICAN  FAMILY  AND  THE  SOLDIER  i 


The  American  Family 

Meat 16 

Fish 2 

Eggs 2 

Milk,  butter,  etc 18 

Cereals.     .......  31 

Fruits  and  vegetables  ...  25 

Sugar,  etc 6 

Total "100 


The  Soldier 

Meat 

Fish 

Eggs 

Milk,  butter,  etc.    .     .     , 
Cereals      ...... 

Fruits  and  vegetables  .     , 

Sugar,  etc 

Tetal     ....... 


28 
2 
o 
2 

26 

34 
__8 
100 


XIL    A  SOLDIER»S  DAILY  RATION  2 

Permitted  Substitutes 

.     20.0     ounces    Salt,  canned  or  dried  meat,  or  fish, 
or    turkey    on    Christmas     and 
Thanksgiving 
.     18.0      ounces    Bread,  cornmeal,  or  hominy 
0.08    ounce 

Beans 2.4      ounces    Rice  or  hominy 

Potatoes    or    vege- 
tables     ....     20.0     ounces 


Meat,  fresh 


Flour      .     .  ■ . 
Baking  powder 


^  Bulletin  No.  98.     (See  Appendix,  page  88.) 

2  Data  secured  by  correspondence  with  the  Quartermaster  General  of  the  U.  S. 
Army,  Washington,  D.  C. 


78 


FOOD   PROBLEMS 


Prunes 1.28  ounces 

Coffee     .     .    •     .     .  I.I 2  ounces 

Sugar ^.2  ounces 

Milk,      evaporated, 

unsweetened     .     .  0.5  ounce 

Vinegar 0.16  gill 

Salt 0.64  ounce 

Pepper,  black .     .     .  0.04  ounce 

Spice 0.014  ounce 

Lard 0.64  ounce 

Butter 0.5  ounce 

Syrup     .     .     .     .     .  0.32  gill 

Flavoring  extract     .  0.014  ounce 


Permitted  Substitutes 
Dried  apples,  peaches,  or  jam 
Tea 


Pickles 


Lard  substitute 
Oleomargarine 


XIII.    FOODS  TO  EAT  AND  FOODS  TO  SAVE 


Save 
Butter      Pork 
Wheat      Mutton 
Beef  Sugar 


Eat  but  Don't  Waste 

Vegetables      Cheese      Honey 

Syrups  Milk  Nuts 

Fish  Cereals  (except  wheat) 


XIV.    HOW  YOU  CAN  SAVE  FOOD 

Bread 

Have  at  least  one  wheatless  meal  a  day. 

Use  corn,  oats,  barley,  or  mixed  cereal  rolls,  muffins,  and  breads  in  place 
of  white  bread. 

Eat  less  cake  and  pastry. 
Order  bread  from  the  baker  a  day  in  advance. 
Cut  the  loaf  on  the  table  and  only  as  required. 
Use  stale  bread  for  toast  and  cooking. 


Meat 

Do  not  use  either  beef,  mutton,  or  pork  more  than  once  daily. 

Serve  smaller  portions. 

Use  aH  leftover  meat  —  cold  or  in  made  dishes. 

Use  more  poultry,  rabbits,  and  especially  fish  and  sea  food. 


APPENDIX  79 

Use  soups  more  freely. 

Use  beans  —  they  have  nearly  the  same  food  value  as  meat. 

Use  no  young  meat  (lamb,  veal,  etc.). 

Use  milk,  eggs,  and  cheese  instead  of  meat. 

Milk 

Use  all  of  the  milk ;   waste  no  part  of  it. 

The  children  must  have  whole  milk.     Use  less  cream. 

Use  all  skim  milk  and  sour  milk. 

Use  buttermilk  and  cheese  freely. 

Fats 

Use  butter  on  the  table  as  usual,  especially  for  children. 
Use  as  little  as  possible  in  cooking. 
Reduce  the  use  of  fried  foods. 
Use  vegetable  oils,  such  as  cottonseed  and  olive  oil. 
Save  daily  one  third  of  animal  fat. 
Make  soap  at  home. 

Have  the  butcher  give  you  the  scraps  and  trimmings  of  meat  which  you 
buy,  to  use  for  fat. 

Vegetables  and  Fruits 

Double  your  use  of  vegetables. 

Use  potatoes  abundantly. 

Store  potatoes  and  roots  properly. 


Use  fruits  generously. 

Cook  vegetables,  especially  potatoes,  with  the  skins 


on. 


General  Suggestions 

Buy  less.     Cook  no  more  than  necessary.     Serve  smaller  portions. 

Use  local  and  seasonable  supplies ;  lessen  the  need  of  transportation. 

Preach  and  practice  the  gospel  of  the  clean  plate. 

Eat  plenty,  but  wisely  and  without  waste. 

Do  not  eat  between  meals. 

Watch  out  for  the  wastes  in  the  community. 

Eat  everything  which  you  take  on  your  plate. 

Learn  to  like  everything. 


8o  FOOD   PROBLEMS 

Do  not  overeat. 

Use  leftovers  to  make  palatable  dishes. 

When  using  canned  goods,  be  sure  that  all  food  is  removed  from  the  can. 

Save  all  the  bottles  for  fruit  juices,  catsup,  etc. 

Use  perishable  foodstuffs  before  any  part  has  an  opportunity  to  spoil. 

Can,  dry,  or  pickle  all  surplus  foods. 

Use  a  fireless  cooker  for  foods  requiring  long  cooking. 

Use  accurate  measurements  when  following  a  recipe. 

Keep  chickens  to  eat  the  unavoidable  waste  in  food. 

Save  all  paper ;  sort,  tie  in  packages,  and  sell. 

Save  all  clean  rags  to  sell. 

Eat  a  variety  of  foods. 

Eat  simple,  plain  foods. 

Eat  slowly  and  masticate  thoroughly. 

Stop  eating  before  you  feel  "stuffed." 

Good  Food  is  Wasted 

If  it  gets  into  the  garbage  pail 

If  it  is  allowed  to  spoil 

If  it  is  ruined  by  careless  cooking 

If  it  is  served  in  larger  amounts  than  are  eaten 

If  more  is  eaten  than  is  needed 

Do  Not  Put  into  the  Garbage  Pail  but  Use  to  Fertilize  the 
War  Garden 

Egg  shells  —  after  being  used  to  clear  coffee 

Potato  skins  —  after  having  been  cooked  on  the  potato.     Fifteen  per  cent 

to  40  per  cent  of  the  potato  is  wasted  in  paring 
Bones  —  after  having  been  boiled  in  the  soup  kettle 
Coffee  grounds  —  after  every  meal 
Tea  leaves  —  after  every  meal 

Asparagus  butts  —  after  being  cooked  and  drained  for  soup 
Spinach  —  decayed  leaves  and  dirty  roots.     Use  all  the  rest  for  a  vegetable 

or  for  soup 
Bacon  rind  —  after  melting  out  the  fat 

Ham  bone  —  after  cooking  with  split  peas  or  fresh  beans  to  give  flavor 
Celery  leaves  —  after  they  have  been  dried  and  used  to  flavor  soup 


APPENDIX  8i 

Keep  Out  of  the  Garbage  Pail 

Bread  —  Even  half  a  slice  can  be  used  for  toast.  Stale  bread  can  fee  used 
for  stuffing  fish,  for  crumbs  on  croquettes,  and  on  top  of  scalloped  dishes, 
or  for  bread  and  raisin  puddings. 

Crumbs  —  of  different  kinds  of  bread  may  be  crushed,  dried,  and  eaten  like 
cereal. 

Fats  —  of  all  kinds  may  be  melted  and  strained,  some  to  be  used  in  place  of 
lard  or  butter  in  cooking.  Those  of  too  strong  flavor,  as  ham  or 
mutton  fat,  should  be  used  for  making  soap  at  home. 

Sandwich  crusts  —  Cuttings,  from  meat  or  egg  sandwiches,  should  be  soaked 
in  milk  until  soft,  and  with  a  beaten  egg  added  for  each  cup  of  crusts, 
well  seasoned,  baked  in  a  ramekin  and  served  as  a  luncheon  dish. 

XV.    HOW  FOOD  IS  WASTED  1 
I.  Wastes  in  the  Producer's  Hands 

A.    On  the  Farm  —  Grains,  Fruits,  etc. 

a.  Bad  weather  conditions 

b.  Insect  pests  or  plant  diseases 

c.  Lack  of  fertilizer 

d.  Lack  of  intelligent  care 

e.  Too  much  or  too  little  rain  at  harvesting  season 
/.  Shortage  of  labor 

g.  Too  long  storage  before  shipping 

h.  Poor  storage 

i.  Harvesting  too  early  or  too  late  (frosts,  etc.) 

j.   Poor  packing  due  to 

Ignorant  labor 

Lack  of  labor 

Poor  containers 

Poor  grading  by  size,  color,  etc.  (pears,  oranges,  peaches,  etc.) 

Rough  handling  of  packages 
k.  Overloading  of  freight  car 
/.   Poor  packing  in  freight  car 

1  Based  in  part  on  page  142,  Bulletin  No.  98.  (See  Appendix,  page  88.) 
Discuss  when  each  topic  applies,  and  to  what  foods  and  localities  each  does  not 
apply.    Give  several  examples  of  each  avenue  of  waste. 


82  FOOD   PROBLEMS 

B.  On  the  Farm  —  Live  Stock 

a.  Selecting  poor  breeding-stock 

b  Diseases 

c.  Wrong  feeding 

d.  Marketing  when  too  young 

e.  Keeping  "boarder"  cows 

/.   Keeping  food  products  too  long  before  marketing  (eggs) 
g.  Poor  care  in  shipping 

C.  From  Woods  and  Waters  (Fish  and  Game) 

a.  Catching  fish  or  game  when  too  young 

b.  Too  long  storage  under  poor  conditions 

c.  Poor  packing 

d.  FaUure  to  ice  properly 

D.  In  Factory  (Canning,  Meat  Packing,  etc.) 

a.  SpoUage  from  insanitary  conditions 

b.  Spoilage  due  to  ignorant  workers 

c.  SpoUage  due  to  lack  of  workers 

d.  Too  few  or  poorly  devised  containers 

e.  By-products  not  used  (particularly  meat) 

2.   Wastes  in  Transit 

(In  hands  of  transportation  companies) 

A.  At  Shipping  Point 

a.  Shortage  of  cars 

b.  Poorly  designed  or  improper  cars 

c.  Overloading  transit  trucks 

d.  Poor  packing  of  car 

B.  In  Handling  Trains 

a.  Trains  skipping  icing  stations 

b.  Refrigeration  poor  or  lacking 

c.  Cars  not  frost  proof 

d.  Delays  due  to 

Poor  management,  causing  tie-ups 

Strikes 

Floods  and  storms 


APPENDIX  83 

C.   After  Arrival 

a.  Congestion  at  terminals  due  to 

Shortage  of  tracks 

Insufficient  facilities  for  unloading 

Strikes  or  other  labor  troubles 

Lack  of  storage  place  for  goods 
h.  Holding  of  cars  to  profit  by  market  changes 

c.  Thrown  away  by  receiver  of  goods  because 

Wholly  unsoimd 

Partly  unsound  but  not  worth  overhauling 
Partly  unsound  but  no  facilities  for  overhauling 
Soimd,  but  not  favorable 

d.  Poor  handling. 

3.  In  Distribution 

(From  the  transportation  company  to  the  consumer) 

A.  Wholesale 

a.  Failure  to  remove  goods  from  terminal  promptly 
h.  Poor  transit  facilities 

c.  Goods  held  too  long  by  wholesaler 

d.  Poor  storage  facilities 

e.  Goods  stored  in  poor  condition 
/.   Overstocking 

g.  Damage  by  rats,  insects,  etc. 

B.  Retail 

a.  Food  thrown  away  through  carelessness  or  inefficiency 

h.  Through  fancies  of  customers 

c.  Due  to  use  of  food  for  trimming  and  display 

d.  Overstocking 

e.  Exposure  to  dust  and  insects 

/.  Failure  to  sell  at  cut-rates  where  food  is  partly  deteriorated 

4.  In  the  Kitchen 

A.   Hotel  or  Restaurant 

a.  Stale  bread  and  leftovers  thrown  away 
h.  Slack  business  methods 


84 


FOOD  PROBLEMS 


c.  Portions  too  large  and  too  many  free  "side  orders  " 

d.  Too  much  variety  in  dishes  or  single  items 

e.  Overstocking 

/.  Influence  of  custom  (serving  sugar  on  the  table,  etc.) 

g.  Improper  disposal  of  waste  (burning  garbage,  etc.) 

B.   Private  Family^ 

a.  Throwing  away  good  food 

b.  Poor  storage  (insects,  mold,  etc.) 

c.  Waste  in  preparation 

d.  Poor  cooking 

e.  Serving  too  much 

/.   Serving  an  imbalanced  ration 
g.  Overeating 


XVI.    HOW  MONEY  IS  WASTED  ON  FOOD* 

1.  Food  itself  is  wasted  as  shown  in -Table  XV 

2.  Food  passes  through  too  many  hands 

3.  Speculators  raise  prices 

4.  Not  enough  terminal  or  city  markets 

5.  Too  many  small  stores 

6.  Food  is  bought  out  of  season 

7.  Transportation  is  expensive 
r  8.  Retail  delivery  costs  are  high 

9.  Charge  accounts  are  used  too  often 

10.  Extravagance  in  service  and  display  is  required  of  food  sellers 

11.  Home  goods  are  not  bought 

1  All  these  wastes  are  illustrated  in  problems.    See  if  you  can  find  the  problems 
on  these  topics. 


LIST  OF  FREE  BULLETINS   FOR  WHICH  SCHOOLS 
MAY  WRITE  1 

Note.  Bulletins  which  are  marked  *  are  especially  good.  If  your  state  college 
is  not  in  this  list,  write  and  ask  for  any  bulletins  bearing  on  food  conservation  which 
have  been  published  there.     This  list  is  not  complete  for  all  states. 

Extension  Service,  College  of  Agriculture,  University  of  Nebraska, 
Lincoln,  Nebraska 

*i.  Economy  in  the  Use  of  Fats  ' 

*2.  Substitutes  for  White  Flour  in  Bread  Making 

*3.  How  to  Substitute  Other  Foods  for  Meat 

*4.  Prevention  of  Food  Waste 

5.  Whole  Wheat  Flour 

Extension  Service,  Oregon  Agricultural  College,  Corvallis,  Oregon 

6.  Preservation  of  Fruits  and  Vegetables 

7.  The  Use  of  Dried  Fruits  and  Vegetables 

8.  War  Breads  and  Cakes 

9.  Substitutes  for  Meat 
10.  Food  for  the  Family 

College  of  Agriculture,  University  of  Illinois,  Urbana,  Illinois 

*ii.   Experiments  in  Teaching  Food  Values 

12.  The  Principles  of  Jelly-making 

13.  Home  Canning  by  the  Cold-Pack  Method 

14.  Some  Points  to  be  Considered  in  the  Planning  of  a  Rational  Diet 
*i5.   War  Bread  Recipes 

*i6.    Corn  and  Corn  Products  Used  as  Food 
17.   Fats  and  Oils  in  Cookery 

1  Do  not  write  for  more  than  one  copy. 
85 


86 


FOOD   PROBLEMS 


Extension  Division,  Michigan  Agricultural  College,  Lansing,  Michigan 

1 8.  Rules  for  Planning  the  Family  Dietary 

19.  Food  Values 

20.  War  Breads 

21.  Market  Classes  and  Grades  of  Meat 
*22.  Milk 

23.  Vegetable  Foods 

24.  Eggs 

Extension  Service,  Connecticut  Agricultural  College,  Storrs, 
Connecticut 


25- 

26. 

27. 

28. 

29. 
*3o. 
*3i. 
*32. 
*33- 
*34- 
*35. 
*36. 


Peaches :  Their  Use  and  Conservation 

Pickles  —  Chow-Chow  —  Chili  Sauce  —  Sauerkraut,  etc. 

Jellies,  Jams,  and  Marmalades 

Eat  Less  Wheat  —  Try  Wheatless  Meals 

Home  Cheese  Making 

Wheat  Substitutes 

Potatoes  in  the  Diet 

Meat  Substitutes 

MUk  ' 

Eat  Less  Meat 

Cutting  the  Meat  Bills  with  Milk 

Save  the  Sugar  for  the  Soldiers 


Extension  Service,  Massachusetts  Agricultural  College,  Amherst 
Massachusetts 


37. 
38. 
39- 
40. 
41. 
42. 

43. 
44. 


Hogs  on  Every  Farm  in  191 7 

Preparation  Wastes 

Table  Wastes 

How  to  Save  Wheat  Flour 

Storage  Wastes 

Community  Canning  and  Evaporating 

Methods  of  Saving  Fats 

The  Importance  of  the  Dairy  Cow 


Agricultural  Extension  Service,  University  of  Wisconsin,  Madison, 

Wisconsin 

45.  Cold  Pack  Canning 

46.  How  to  Cook  Soy  Beans 


APPENDIX  87 

47.  Preserve  Eggs  for  Winter  Use 

48.  Dry  Surplus  Fruits  and  Vegetables 

49.  Other  Kinds  of  Bread 

50.  Help  Fill  the  Nation's  Flour  Barrel 

51.  Twelve  Ways  to  Cook  Carp 

52.  Grow  Beans 

Extension  Department,  Iowa  State  College  of  Agriculture  and 
Mechanic  Arts,  Ames,  Iowa 

53.  Corn  and  Its  Uses 

54.  Wheat  Saving  Suggestions  ^ 

55.  Home  Storage  of  Vegetables 

56.  Emergency  Meals  at  Low  Cost 

57.  Uses  of  Sour  Milk 

58.  Left-over  Foods 

59.  Plain  Patterns  in  Cookery 

Committee  on  Public  Information,  Wasehngton,  D.  C.    s 
*6o.   National  Service  Handbook 

New  York  State  College  of  Agriculture,  Cornell  University,  Ithaca, 

New  York 

*6i.   Short  Ciits  for  the  Home  Dietitian 

62.  Milk :  A  Cheap  Food 

63.  Waste  of  Meat  in  the  Home 

*64.    Crop  Yields  and  Prices,  and  Our  Future  Food  Supply 

United  States  Food  Administration,  Washington,  D.  C* 

*65.  Home  Card 

*66.  Bulletin  No.  i 

*67.  BuUetin  No.  2 

*68.  The  Present  Campaign 

*69.  Grain  and  Live  Stock 

*7o.  Ten  Lessons  on  Food  Conservation 

*7i.  Graphic  Exhibits  on  Food  Conservation 

72.  Commodity  Licensing 

*73.  A  Few  Food  Problems 

*74.  Creation  of  United  States  Food  Administration  (Bulletin  6) 

*75.  War  Economy  in  Food  (includes  recipes  and  suggestions) 


88 


FOOD  PROBLEMS 


United  States  Department  of  Agriculture,  Washington,  D.  C. 


*76. 

*77. 
*78. 

*79. 

80. 
*8i. 

82. 

*83. 
84. 

85. 
*86. 
87. 
88. 
89. 
90. 

*9i. 
92. 

93. 

94. 
*95. 
*96. 


Wastes  —  The  Leaks  in  a  Nation's  Strength 

Food  Thrift  Series  —  Nos.  i  to  8 

Care  of  Food  in  the  Home 

How  to  Select  Foods  —  I,  II,  III 

Food  for  Young  Children 

Economical  Use  of  Meat  in  the  Home 

Mutton  and  Its  Value  in  the  Diet 

Sugar  and  Its  Value  as  a  Food 

Honey  and  Its  Uses  in  the  Home 

Use  of  Corn,  Kafir,  and  Cowpeas  in  the  Home 

Preparation  of  Vegetables  for  the  Table 

Fresh  Fruits  and  Vegetables  as  Conservers  of  Other  Staple  Foods 

Preservation  of  Vegetables  by  Fermentation  and  Salting 

Drying  Fruits  and  Vegetables  in  the  Home 

Home  Canning  by  the  One-Period  Cold-Pack  Method 

The  Use  of  Milk  as  Food 

The  Care  of  Milk  and  Its  Use  in  the  Home 

Bread  and  Bread  Making  in  the  Home 

Partial  Substitutes  for  Wheat  in  Bread  Making 

Com  Meal  as  a  Food  and  Ways  of  Using  It 

Use  of  Fruit  as  Food 


Mayor  Mitchell's  Food  Committee,  City  Hall,  New  York  C: 
*97.  Hints  to  Housewives 

The  American  Academy  of  Political  and  Social  Science,  Concord, 
New  Hampshire 

♦98.  The  World's  Food  (Price  $1.00) 

Agricultural  Experiment  Station,  University  of  California 

99.  Living  Expenses 

100.  Food  Standards 

10 1.  Bulletins  of  the  Committee  on  Resources  and  Food  Supply  of  the 
State  Council  of  Defense 


U.  S.  Bureau  of  Fisheries,  Washington,  D.  C. 
*io2.   Pamphlets  on  the  Use  of  Fish  as  Food 


SOURCES  OF  PROBLEM  MATERIAL 


robl: 

EM         Bulletin 

Problem         But.t.etin  ^ 

1 

74,  p.  7 

40 

2,  p.  I 

2 

98,  p.  9 

41 

5,  pp.  1-2                             ,    . 

3 

74,  p.  18 

51 

31,  p.  2 

4 

98,  p.  153 

52 

Crop   Report,  United    States 

5 

97,  p.  153 

Department  of  Agriculture, 

6 

97,  P-  148 

September,  191 7 

7 

77,  No.  I,  p.  2 

54 

31,  p.  2 

11 

77,  No.  5,  p.  6 

56 

30,  p.  2 

12 

Correspondence 

58 

2,  p.  5 

14 

From  "Problems  about  War," 

59 

Crop   Report,   United   States 

p.  6.     Carnegie  Endowment 

Department  of  Agriculture, 

for  International  Peace,  407 

September,  19 17 

W    117th    St.,    New    York 

61 

16,  p.  3 

City 

63 

69 

15 

73,  pp.  lo-ii 

64 

34 ;     correspondence     United 

16 

73,  p.  10 

States  Bureau  of  Agriculture 

17 

Current  newspapers 

65 

Correspondence  United  States 

18 

98,  p.  225 

Bureau  of  Agriculture 

19 

98,  p.  226 

67 

34 

21 

98,  p.  86 

68 

73,  P-  7 

22 

64 

69 

74,  p.  25 

23 

98,  pp.  1-33 

70 

21,  p.  6 

24 

69,  pp.  6-7 

71 

34 

25 

Poster,  Kansas  State  Council 

72 

76 

of  Defense 

73 

21,  p.  5 

26 

50,  also  correspondence 

78 

Correspondence    —    Quarter- 

27 

66,  p.  21 

master    General,    Washing- 

28 

73,  P-  7 

ton,  D.  C. 

37 

Correspondence     —     United 

82 

52,  also  correspondence  Dept. 

States   Bureau   of   Agricul- 

of Agriculture,  University  of 

ture,  Washington,  D.  C, 

Wisconsin,  Madison,  Wis. 

^The  number  refers  to  the  bulletins  as  numbered  in  the  bibliography,  pages 
85-88. 

89 


90 


Bulletin 


FOOD   PROBLEMS 


Quarter- 
Washing- 


Problem 
84-5-€     I02 

88  77,  No.  I,  p.  3 

89  29,  p.  4 

70,  p.  31 
Correspondence    — 

master    General, 
ton,  D.  C. 

71,  P-  33 

70,  p.  33 

71,  P-  31 
71,  P-  33 
17,  19,  70,  98 
77,  No.  I,  p.  2 
77,  No.  I,  p.  3 

77,  No.   2,  p.   2,  also  corre- 
spondence 

44 
76 


Problem 


Bulletin 


90 
98 


101 
105 
107 
108 
112 
116 
117 
118 

119 
121 


123 


126 
129 


131 
134 


148 


149 


"Studies  from  the  Survey  on 
the  Cost  of  Market  Milk 
Production,"  Connecticut 
Agriculture  College,  Storrs, 
Conn.,  p.  4 

70,  p.  29,  also  74,  p.  27 

Correspondence  —  Quarter- 
master General,  Washing- 
ton, D.  C. 

12 

"Food  Economy  in  War' 
Time,"  Cambridge  Press, 
Cambridge,  England 

98,  p.  116,  also  correspondence 
Quartermaster  General, 

Washington,  D.  C. 

77,  No.  4,  p.  6 


171-2     77,  No.  2 


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